Journal article
The Pursuit of Criticality in Teachers' Daily Text Introductions
Voices from the middle, Vol.30(4), pp.19-21
05/01/2023
DOI: 10.58680/vm202332567
Abstract
[...]it is important for literacy educators as designers of HRL curriculum and curators of texts to offer their students insight into the possibilities of the texts that they will interact with across the unit(s) of study. (2012) found that teachers' "careful selections of books, use of purposeful prompts, and . . . willingness to let silence reign during the book introductions" supported students' ability to take on critical perspectives during their guided reading instruction (p. 119). In September, Ms. Smith taught an extensive unit on various types of discrimination, including discrimination based on race, gender, religion, and ability. Each day, Ms. Smith opened with an intentional text introduction in which she discussed and defined various forms of discrimination, micro and macro considerations of the consequences of discrimination, information about the text to be shared, a guiding question or prompt to think about during the read aloud event, and the work that she and the students were responsible for as upstanders in school and in society. On this day, Ms. Smith named "talking about" rights and unfair treatment as a form of social action, and she asked her students to be aware of and willing to call out "things that are not fair."
Details
- Title: Subtitle
- The Pursuit of Criticality in Teachers' Daily Text Introductions
- Creators
- Saba Khan Vlach
- Resource Type
- Journal article
- Publication Details
- Voices from the middle, Vol.30(4), pp.19-21
- Publisher
- National Council of Teachers of English
- DOI
- 10.58680/vm202332567
- ISSN
- 1074-4762
- eISSN
- 1943-3069
- Language
- English
- Date published
- 05/01/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984458109802771
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