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An Inquiry-Based Reading Strategy for Primary Classrooms

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An Inquiry-Based Reading Strategy for Primary Classrooms

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Inquiry Based Reading Strategy – Sarah Michel

The linguistic diversity at my particular school is not very broad. I decided to centralize my strategy around reading that would encourage cultural engagement. In Grade 1, I would ask the students to look at a series of resources (both online and in print) for a variety of cultural celebrations around the world (or within the community). They may include, Diwali, Hanukkah, Christmas, Eid Mumbarak, just to name a few. From there, I would ask them to write a few sentences about the meaning or traditions surrounding that particular observance. After, they would share their pieces with each other, with a read and respond. As a consolidation, I would create a visual chart (Venn diagram) to demonstrate to students the differences, but more importantly, the similarities between the cultural holidays chosen (food, family, gathering, etc.)

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What languages are spoken in our classrooms? Our communities? Discussion: How can we better foster and adapt environments that reflect that?

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Exploring the Stance of a Reader through Rosenblatt's Presence

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Exploring the Stance of a Reader through Rosenblatt's Presence

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Fostering Inner Control with Dr. Marie Clay

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Fostering Inner Control with Dr. Marie Clay

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As readers make sense of what they are reading, the establish a greater connection. If students use repetition and games to feel like their reading is improving, it increases motivation to succeed. Inner control can be seen within also being comfortable to make mistakes within the classroom in literacy.

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How to Support a Classroom of Cultural Responsive Teaching

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How to Support a Classroom of Cultural Responsive Teaching

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What is Cultural Responsive Instruction?

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What is Cultural Responsive Instruction?

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"Culture is about ways of knowing ... Culture goes much deeper than typical understandings of ethnicity, race and/or faith. It encompasses broad notions of similarity and difference and it is reflected in our students’ multiple social identities and their ways of knowing and of being in the world. In order to ensure that all students feel safe, welcomed and accepted, and inspired to succeed in a culture of high expectations for learning, schools and classrooms must be responsive to culture." http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf