This teaching tip article highlights the “Open Mind Portrait” as a visual art strategy to assess middle and secondary students’ complex expressions of texts backed by research, the steps involved for implementation, and a student example to highlight the power of visual art projects. Employing visual art projects to promote reading comprehension and critical thinking offers classroom teachers an innovative reading response method to the standard constructed response. Through the combination of reading and art, teachers can assess students’ comprehension of literary characters as students analyze the role of a character in a story, as well as the larger social, historical, and cultural world occupied by the character when responding to texts.
{"title":"The Open Mind Portrait: An Innovative Method to Promote Reading Comprehension and Critical Thinking","authors":"Lina Soares","doi":"10.56887/galiteracy.128","DOIUrl":"https://doi.org/10.56887/galiteracy.128","url":null,"abstract":"This teaching tip article highlights the “Open Mind Portrait” as a visual art strategy to assess middle and secondary students’ complex expressions of texts backed by research, the steps involved for implementation, and a student example to highlight the power of visual art projects. Employing visual art projects to promote reading comprehension and critical thinking offers classroom teachers an innovative reading response method to the standard constructed response. Through the combination of reading and art, teachers can assess students’ comprehension of literary characters as students analyze the role of a character in a story, as well as the larger social, historical, and cultural world occupied by the character when responding to texts.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"46 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author describes a simple yet impactful cycle for cultivating greater engagement and agency among students during the writing process. Specifically, the article explains how the implementation of peer-critique partners who provide one another with criterion-based feedback repositions students from mere “passengers” to active “drivers” on the journey to better writing. Feedback is found to “increase [students’] effort, motivation, and engagement and reduce the discrepancy between the current status and the goal” (Hattie & Clarke, 2019, p.3). The key is having clearly defined writing criteria that inform students of the goals or expectations for writing. These expectations should frame the feedback (e.g., comments, critiques, suggestions, and questions) provided from one peer to the next and move students beyond mere editing to true revision. Traditional commentary such as “excellent,” “good job,” or “more work is needed,” or over-concentration on mechanical errors is insufficient to move writing forward, closer to the desired outcome. Moreover, the article highlights four steps for effectively establishing peer-critique feedback partners. These steps are powerful drivers for helping students move their writing forward by implementing a true revision process. The article opens and concludes by emphasizing that writing is the evidence of thinking. For students to become more thoughtful in their written expression, they must have clarity, support, accountability, and some choice in the process.
{"title":"Moving Writing Forward Through Peer-Critique Partners","authors":"Ebony Lee","doi":"10.56887/galiteracy.124","DOIUrl":"https://doi.org/10.56887/galiteracy.124","url":null,"abstract":"The author describes a simple yet impactful cycle for cultivating greater engagement and agency among students during the writing process. Specifically, the article explains how the implementation of peer-critique partners who provide one another with criterion-based feedback repositions students from mere “passengers” to active “drivers” on the journey to better writing. Feedback is found to “increase [students’] effort, motivation, and engagement and reduce the discrepancy between the current status and the goal” (Hattie & Clarke, 2019, p.3). The key is having clearly defined writing criteria that inform students of the goals or expectations for writing. These expectations should frame the feedback (e.g., comments, critiques, suggestions, and questions) provided from one peer to the next and move students beyond mere editing to true revision. Traditional commentary such as “excellent,” “good job,” or “more work is needed,” or over-concentration on mechanical errors is insufficient to move writing forward, closer to the desired outcome. Moreover, the article highlights four steps for effectively establishing peer-critique feedback partners. These steps are powerful drivers for helping students move their writing forward by implementing a true revision process. The article opens and concludes by emphasizing that writing is the evidence of thinking. For students to become more thoughtful in their written expression, they must have clarity, support, accountability, and some choice in the process.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"11 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article begins with a vignette that involved a response by an eighth-grade English Language Arts (ELA) teacher to the question: “Why do you assign a grade for every student assignment?” She stated: “Because grades drive my students! It’s so much a part of their lives that if I don’t give them points toward a good grade, they ask themselves, ‘Then, why am I doing this?’” For us, this response generated several inquiry questions about the role of motivation in student learning. One question was: Is motivation alone enough for student success? Our initial answer was probably not. We hypothesized that motivation is helpful but insufficient for student learning. Inspiration is also important. This hypothesis inspired this article. It describes fundamental principles underlying research on motivation, identifying important differences between motivation and inspiration. Next, it provides an overview of different definitions of the term picturebook. It then describes the power of picturebook biographies to inspire all learners, especially ELL learners. It shares an extensive list of high-quality, award-winning, multicultural picturebook biographies of historical figures from around the world and across four major categories: Trailblazers and Daredevils, Sports Figures, Heroes Conquering Disabilities, and Historical Figures from Around the World. It ends with final thoughts and an invitation for teachers to hear new voices and start new conversations about the importance of using picturebook biographies to inspire all learners.
{"title":"From Motivation to Inspiration: Using Picturebook Biographies to Inspire All Learners, Especially English Language Learners","authors":"William P. Bintz, Shabnam Moini Chaghervand","doi":"10.56887/galiteracy.106","DOIUrl":"https://doi.org/10.56887/galiteracy.106","url":null,"abstract":"This article begins with a vignette that involved a response by an eighth-grade English Language Arts (ELA) teacher to the question: “Why do you assign a grade for every student assignment?” She stated: “Because grades drive my students! It’s so much a part of their lives that if I don’t give them points toward a good grade, they ask themselves, ‘Then, why am I doing this?’” For us, this response generated several inquiry questions about the role of motivation in student learning. One question was: Is motivation alone enough for student success? Our initial answer was probably not. We hypothesized that motivation is helpful but insufficient for student learning. Inspiration is also important. This hypothesis inspired this article. It describes fundamental principles underlying research on motivation, identifying important differences between motivation and inspiration. Next, it provides an overview of different definitions of the term picturebook. It then describes the power of picturebook biographies to inspire all learners, especially ELL learners. It shares an extensive list of high-quality, award-winning, multicultural picturebook biographies of historical figures from around the world and across four major categories: Trailblazers and Daredevils, Sports Figures, Heroes Conquering Disabilities, and Historical Figures from Around the World. It ends with final thoughts and an invitation for teachers to hear new voices and start new conversations about the importance of using picturebook biographies to inspire all learners.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"48 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the implementation of a writer’s workshop as a culturally sustaining practice, allowing students to exercise agency in their learning and writing. The workshop follows a structured flow of read-alouds, modeling, an invitation to write, and sharing. Teachers choose specific writing skills or crafts to teach, incorporating culturally relevant literature that exemplifies those skills. Students are encouraged to write in their own languages and explore diverse story structures while learning dominant forms of writing. The article emphasizes the importance of linguistic diversity and challenges the notion that only dominant English should be taught. Step-by-step guidance is provided to start a writer’s workshop, including book selection, modeling, and supporting students’ individual stories. The writer’s workshop aims to position students as active subjects in the instructional process, allowing them to express themselves while developing conventional writing skills. The article encourages teachers to begin with the suggested lessons and adapt them to meet the needs of their students to create a culturally sustaining classroom.
{"title":"Culturally Sustaining Writer’s Workshop for Beginners","authors":"Laura Szech","doi":"10.56887/galiteracy.122","DOIUrl":"https://doi.org/10.56887/galiteracy.122","url":null,"abstract":"This article presents the implementation of a writer’s workshop as a culturally sustaining practice, allowing students to exercise agency in their learning and writing. The workshop follows a structured flow of read-alouds, modeling, an invitation to write, and sharing. Teachers choose specific writing skills or crafts to teach, incorporating culturally relevant literature that exemplifies those skills. Students are encouraged to write in their own languages and explore diverse story structures while learning dominant forms of writing. The article emphasizes the importance of linguistic diversity and challenges the notion that only dominant English should be taught. Step-by-step guidance is provided to start a writer’s workshop, including book selection, modeling, and supporting students’ individual stories. The writer’s workshop aims to position students as active subjects in the instructional process, allowing them to express themselves while developing conventional writing skills. The article encourages teachers to begin with the suggested lessons and adapt them to meet the needs of their students to create a culturally sustaining classroom.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"9 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents qualitative action research conducted in elementary teacher education coursework. Teacher candidates were introduced to multimodal literacies in mathematics by representing and communicating content through multiple modes such as signs, symbols, images, text, gestures, manipulatives, music, videos, and more. Teacher candidates used multimodal literacies to implement and understand culturally relevant pedagogy in their assignments as students, in lesson plans, and in-field experience exercises during a semester course. Three focal participants are outlined to highlight similarities and differences across cases through the ways teacher candidates navigated coursework with multimodal literacies and mathematics while enacting culturally relevant pedagogy. Multiple assignments from each participant were collected and analyzed, culminating with a post-term semi-structured interview. Findings illuminate intricate interactions within teacher candidates’ multiple identities through their cultural awareness with others and in disciplinary connections. Their learning and teaching development illustrates a dynamic interplay of literacy, multimodality, and mathematics with the implementation of culturally relevant pedagogy, ultimately suggesting the need for teacher educators to consider how these connections can be best facilitated.
{"title":"Multimodal Literacies in Elementary Teacher Education: Facilitating Culturally Relevant Pedagogy with Mathematics","authors":"Christine Craddock","doi":"10.56887/galiteracy.129","DOIUrl":"https://doi.org/10.56887/galiteracy.129","url":null,"abstract":"This study presents qualitative action research conducted in elementary teacher education coursework. Teacher candidates were introduced to multimodal literacies in mathematics by representing and communicating content through multiple modes such as signs, symbols, images, text, gestures, manipulatives, music, videos, and more. Teacher candidates used multimodal literacies to implement and understand culturally relevant pedagogy in their assignments as students, in lesson plans, and in-field experience exercises during a semester course. Three focal participants are outlined to highlight similarities and differences across cases through the ways teacher candidates navigated coursework with multimodal literacies and mathematics while enacting culturally relevant pedagogy. Multiple assignments from each participant were collected and analyzed, culminating with a post-term semi-structured interview. Findings illuminate intricate interactions within teacher candidates’ multiple identities through their cultural awareness with others and in disciplinary connections. Their learning and teaching development illustrates a dynamic interplay of literacy, multimodality, and mathematics with the implementation of culturally relevant pedagogy, ultimately suggesting the need for teacher educators to consider how these connections can be best facilitated.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"51 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs. Multiple modes of assessment presentation and response formats, augmentative and alternative communication approaches, and assistive technology may help students engage more equitably in literacy assessment activities. The Nonverbal Literacy Assessment (NVLA) is an example of a tool used to assess the language and literacy skills of students with disabilities in various formats. Augmentative and Alternative Communication (AAC), eye-gazing, and speech-generating device (SGD) technology are also used to make assessment more accessible to students with developmental disabilities and speech difficulties.
{"title":"Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs","authors":"Heather Riddle","doi":"10.56887/galiteracy.121","DOIUrl":"https://doi.org/10.56887/galiteracy.121","url":null,"abstract":"Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs. Multiple modes of assessment presentation and response formats, augmentative and alternative communication approaches, and assistive technology may help students engage more equitably in literacy assessment activities. The Nonverbal Literacy Assessment (NVLA) is an example of a tool used to assess the language and literacy skills of students with disabilities in various formats. Augmentative and Alternative Communication (AAC), eye-gazing, and speech-generating device (SGD) technology are also used to make assessment more accessible to students with developmental disabilities and speech difficulties.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"8 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With nearly five million multilingual learners in U.S. schools, research is warranted for effective instruction that permits equal access to content standards through language diversification. Multilingual learners (MLs), students learning English who benefit from linguistic support to attain academic achievement, are served through models in U.S. schools that vary according to student needs and staffing capability, with English for Speakers of Other Languages (ESOL) as the dominantly implemented format. ESOL is a federally and locally funded program that provides structured academic and linguistic support and accountability for MLs across all grade levels. The purpose of this literature review is to compare the utility and effectiveness of the four program models approved by the U.S. Department of Education to effectively teach content and language to MLs in public schools: (a) structured English immersion, (b) bilingual education, (c) dual language or two-way immersion programs, and (d) English for Speakers of Other Languages (U.S. Department of Education & U.S. Department of Justice, 2015). Furthermore, this article is intended to examine the overarching model of ESOL—the most employed model in the U.S.—and the prominent delivery format of co-teaching. Each of the models mentioned above is discussed in this paper, followed by a delineation of state and federally-approved formats of ESOL: pull-out, push-in, resource labs, sheltered classes, innovative delivery models, and co-teaching. This article concludes with an examination of co-teaching, a subset of ESOL in which a general education educator and an ESOL teacher co-plan, co-instruct, and co-assess an integrated classroom of MLs and non-MLs.
{"title":"Models of Instruction for Multilingual Learners: Facets of the ESOL Co-Teacher Role","authors":"None Megan DeVoss","doi":"10.56887/galiteracy.107","DOIUrl":"https://doi.org/10.56887/galiteracy.107","url":null,"abstract":"With nearly five million multilingual learners in U.S. schools, research is warranted for effective instruction that permits equal access to content standards through language diversification. Multilingual learners (MLs), students learning English who benefit from linguistic support to attain academic achievement, are served through models in U.S. schools that vary according to student needs and staffing capability, with English for Speakers of Other Languages (ESOL) as the dominantly implemented format. ESOL is a federally and locally funded program that provides structured academic and linguistic support and accountability for MLs across all grade levels. The purpose of this literature review is to compare the utility and effectiveness of the four program models approved by the U.S. Department of Education to effectively teach content and language to MLs in public schools: (a) structured English immersion, (b) bilingual education, (c) dual language or two-way immersion programs, and (d) English for Speakers of Other Languages (U.S. Department of Education & U.S. Department of Justice, 2015). Furthermore, this article is intended to examine the overarching model of ESOL—the most employed model in the U.S.—and the prominent delivery format of co-teaching. Each of the models mentioned above is discussed in this paper, followed by a delineation of state and federally-approved formats of ESOL: pull-out, push-in, resource labs, sheltered classes, innovative delivery models, and co-teaching. This article concludes with an examination of co-teaching, a subset of ESOL in which a general education educator and an ESOL teacher co-plan, co-instruct, and co-assess an integrated classroom of MLs and non-MLs.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"15 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue around literacy shifts toward science-based methods, the articles in this issue pose a pivotal question: How can these scientifically grounded methods be incorporated into diverse and inclusive learning environments? Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. This issue aims to inspire a shift—from mere motivation to deep-rooted inspiration, from monolingualism to multilingualism, and from traditional to culturally responsive pedagogical practices.
{"title":"Bridging the Divide: Advancing the Science and Art of Teaching Reading in Diverse and Inclusive Classrooms","authors":"Robert Griffin, Beth Scullin","doi":"10.56887/galiteracy.131","DOIUrl":"https://doi.org/10.56887/galiteracy.131","url":null,"abstract":"The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue around literacy shifts toward science-based methods, the articles in this issue pose a pivotal question: How can these scientifically grounded methods be incorporated into diverse and inclusive learning environments? Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. This issue aims to inspire a shift—from mere motivation to deep-rooted inspiration, from monolingualism to multilingualism, and from traditional to culturally responsive pedagogical practices.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"14 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：