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Teaching Literacy Presentation By Anni Lindenberg and Cinthia Chen

Teaching Literacy Presentation By Anni Lindenberg and Cinthia Chen. Agenda. Take 5 minutes. Peruse the Accelerated Reading (AR) Website http://www.renlearn.com/ar/takeaquiz.aspx 2. Jot down any noticings on your whiteboard , and be ready to share one. Quote Walk (15 minutes).

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Teaching Literacy Presentation By Anni Lindenberg and Cinthia Chen

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  1. Teaching Literacy PresentationBy Anni Lindenberg and Cinthia Chen

  2. Agenda

  3. Take 5 minutes • Peruse the Accelerated Reading (AR) Website http://www.renlearn.com/ar/takeaquiz.aspx 2. Jot down any noticings on your whiteboard, and be ready to share one.

  4. Quote Walk (15 minutes) In pairs find a quote, comment on it, and discuss. Then move to another quote with the same partner or a new partner.

  5. Souto-Manning, M. (2010). Accelerating Reading Inequities in the Early Years. Language Arts, 88(2), 104-113. Established mechanisms that separate students based on reading level. The reading program is determined by scores on multiple choice question quizzes and tests. The point value on the MC test then determines the level of the book the child will be reading. Points can be traded for tangible rewards. “Fantasy, fairness, and friendship—were being replaced by the single F of failure." (Souto-Mannning, 2010, p. 106).

  6. Accelerated Reading (AR) .

  7. Arguments Against AR

  8. Problem posing, students deemed practices unfair and unfriendly, saw selves as agents for more equitable spaces: "How could we have more inclusive classroom while using the reading program the school has adopted?" (107)

  9. Petitioned to admin against pull out programs like AR because AR didn't allocate space for friendships (social nature of learning, constructivism).

  10. Negotiated issues of censorship (challenges)The colors and levels worked to censor and had the following consequences:

  11. Transformation • Reading together, teaching each other successful strategies, collaborative learning • List of interesting books and then checked them out in teacher’s name for the classroom • "As critical citizens of a classroom community, we decided not to buy into the displays of achievement. We removed our AR points from the hallway displays. Instead, we decided to celebrate the points that we collectively (as a class) achieved. We hosted our own parties, celebrating our own definitions of what counted as reading and the many ways we were developing as readers. This created an atmosphere of collaboration. Students were no longer scurrying to score more than others by reading the most books, taking the most tests, and banking the most points in the shortest possible time." (112)

  12. Involved Families • Parents shared their children didn't feel successful in AR program • Wanted books that represented their children (culturally relevant) • Children designed a survey for their families, creation of a book list, checked books out of local library, then created final list of books to purchase, fundraising ($800), student excitement to arrival of the books • Create tests themselves in AR, parents and families helped design test, 50 new tests added, children pitched the idea to their parents, no teacher letter had to be sent out, media teacher uploaded tests to the system

  13. Campano, G., Honeyford, M. A., Sánchez, L., & Vander Zanden, S. (March 2010). Ends in themselves: Theorizing the practice of University–school partnering through Horizontalidad. Language Arts, 87(4), 277-286 Problem: teachers are often "trained" in others' "best practices."  Top-down policy mandates have been the current structure of the last 4 decades emphasizing standardization, high-stakes testing, and remediation"“Experts” often view their role in school collaborations as a transmission of predetermined knowledge. Following a consensus model, we argue instead for partnerships that value the local expertise of teachers and the promise of cross-institutional cooperation" (Campano, p.279)

  14. Dilemmas: 1. hierarchical institutional contexts, decision-making protocols (top-down) 2. Academic work occurs within a system of evaluation Solution: Ground up educational system needed that empowers teachers and students. Think differently about the development of university-school partnerships

  15. Horizontalidad • Horizontalidad (Latin American idea): Democratic relationships are more than ideals, everyone deserves to be heard. Grounded in the Argentinian movement in which autonomous neighborhood assembles came together to organize care for the needs of the community.

  16. BUMPER STICKER Create a bumper sticker to express a takeaway from today’s session and/or a current belief you have about teaching and learning. http://www.northernsun.com/Hokey-Pokey-Bumper-Sticker-%285589%29.html

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