Crit Lit for Kids: From Critical Consciousness to Service Learning
Review Publish Date: 2021-04-19 13:50:51
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Students utilize Photo Story 3 as a means to fulfill a service-learning project. This culminating project takes everything the student has learned on diversity, equality, and social justice (among others), where the learners create fliers showcasing all their newly acquired knowledge.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
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.
Reviewer Notes: Persuasive map, ReadWriteThink Printing Press, and Life on the Streets slide show require Flash - try utilizing a different resource for the same learning outcome c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
Reviewer Notes: Great blend of hybrid learning opportunities f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Johnson, H., & Freedman, L. (2005). Developing critical awareness at the middle level: Using texts as tools for critique and pleasure. Newark, DE: International Reading Association.
Using literature students enjoy, teachers can help students develop critical awareness and discuss social justice issues.
Through the literature students read and subsequent discussions, teachers create the opportunity for middle-level learners to investigate themselves and their connections to the world.
Literature about other cultures and other times provides a venue for both students and teachers to question their assumptions about themselves and the world.
Sangiuliano, G. (2005). Books on tape for kids: A language arts-based service-learning project. In R.A. Karchmer, M.H. Mallette, J. Kara-Soteriou, & D.J. Leu, Jr. (Eds.) Innovative approaches to literacy education: Using the Internet to support new literacies. Newark, DE: International Reading Association.
A successful service-learning project involves "a great deal of preparation by the teachers and volunteers, motivation from the students and parents, and support from the community." (p. 14)
The Books on Tape for Kids project provided previously reluctant readers with an intrinsic motivation to improve their literacy skills.
Introducing a service-learning project to other students and community members offers additional opportunities for students to develop skills in "new literacies," through authentic use of information technologies. 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.
Reviewer Notes: Students use i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Reviewer Notes: Lessons are chunked into 11 sessions, with the opportunity for extension activities, reflection, and assessments. Research-Based Strategies: 8/14 Top
j. Content builds on prior learning
Reviewer Notes: Students use Quad Entry Journals to check for understanding 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.
Reviewer Notes: Students create fliers as part of their culminating project, which leads to a service-learning project. 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.
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: This resource is aligned with Common Core standards, as well as:
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
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.
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. |
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.