eBook - ePub
Teaching with Literacy Programs
Equitable Instruction for All
- 240 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
eBook - ePub
Teaching with Literacy Programs
Equitable Instruction for All
About this book
Winner of the AACTE 2025 Gloria J. Ladson-Billings Outstanding Book Award
A step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners.
In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students.
Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness.
The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.
A step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners.
In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students.
Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness.
The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.
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Yes, you can access Teaching with Literacy Programs by Patricia A. Edwards,Kristen L. White,Ann M. Castle,Laura J. Hopkins in PDF and/or ePUB format, as well as other popular books in Education & Education Curricula. We have over one million books available in our catalogue for you to explore.
Information
Table of contents
- Cover Page
- Title Page
- Copyright Page
- Dedication Page
- Contents
- Introduction
- Chapter 1 Evolving a Critical Consciousness
- Chapter 2 Analyzing for Equity
- Chapter 3 Reconstruction
- Chapter 4 Evaluating Reflectively to Refine Responsiveness
- Chapter 5 Small-Group Instruction
- Chapter 6 Basal Readers—A Structure for Teachers, Not for Parents
- Conclusion
- Appendix A Resources for High-Quality Literacy Instruction and High-Quality Comprehension Instruction
- Appendix B Sample Lessons: Reading Street
- Appendix C Sample Lessons: My View
- Notes
- Acknowledgments
- About the Authors
- Index