I've Got the Literacy Blues
Review Publish Date: 2021-03-25 10:08:26
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Students formulate questions and discover answers as they read through "The Gift of the Magi" and discover important story themes by incorporating blues music. Students showcase their learning by creating a mural to show their understanding of the story's them as they apply the literature and music to their own lives.
Usability
Meets
Expectations
Flexibility and Adaptability
Exceeds
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 5/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
Reviewer Notes: Hybrid blend of online/downloadable resources e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Copeland, M. & Goering, C. (2003) Blues you can use: Teaching the Faust theme through music, literature, and film.
Popular culture is an excellent and often overlooked resource that should be used to enhance students' literacy skills, as students are exposd to music, film, video games, and television, but often do not explore, understand, or apply this media to their literacy lives.
Using musical form of blues can help improve students' critical reading, thinking, listening, discussing, and writing skills. Inclusive Teaching: 4/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 10/14 Top
j. Content builds on prior learning
Reviewer Notes: Students use a graphic organizer to help them organize their research. k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
Reviewer Notes: Several robust online resource websites noted. o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Aligned with Common Core Standards and :
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
|
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.