Teaching Reading from a Teaching Reading from a Culturally Responsive Culturally Responsive

PerspectivePerspective

HPS Summer ConferenceHPS Summer Conference

Ann StalnakerAnn Stalnaker

Culturally Responsive Culturally Responsive Instruction: What is it?Instruction: What is it?

Instruction that bridges the gap Instruction that bridges the gap between the school and the world of between the school and the world of the studentthe student

Instruction that is consistent with (or Instruction that is consistent with (or supportive of) the values of the supportive of) the values of the students’ own culture aimed at students’ own culture aimed at assuring academic learningassuring academic learning

Instruction adapted to meet the Instruction adapted to meet the learning needs of all studentslearning needs of all students

Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?

Pedro Noguera Speech:Pedro Noguera Speech: http://www.youtube.com/watch?http://www.youtube.com/watch?

v=iEfbLZ00NVM&feature=relatedv=iEfbLZ00NVM&feature=related

Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?

Because of DemographicsBecause of Demographics Student population is growing more culturally Student population is growing more culturally

diverse. diverse. Teaching population remains largely white, Teaching population remains largely white,

middle classmiddle class Cultural mismatchCultural mismatch

Students need to connections to teachers Students need to connections to teachers that provide positive models of an that provide positive models of an educated citzenryeducated citzenry

Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?

Because our Data indicates Disparate Because our Data indicates Disparate Outcomes for Minority StudentsOutcomes for Minority Students Achievement Gap on EOG/ EOCsAchievement Gap on EOG/ EOCs Disproportionality in Special EducationDisproportionality in Special Education Drop Out RatesDrop Out Rates

Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?

We have a moral imperative as We have a moral imperative as public school educators to reach all public school educators to reach all the children we can.the children we can. DemocracyDemocracy Teaching Codes of PowerTeaching Codes of Power Social Justice- education as practice of Social Justice- education as practice of

freedomfreedom

Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?

New North Carolina Teacher New North Carolina Teacher Evaluation addresses cultural Evaluation addresses cultural responsiveness responsiveness Standard II: Teachers establish a Standard II: Teachers establish a

respectful environment for a diverse respectful environment for a diverse population of students.population of students.

NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument

Elements of Standard IIElements of Standard IIA.A. Teachers provide an environment in Teachers provide an environment in

which each child has a positive, which each child has a positive, nurturing relationship with caring nurturing relationship with caring adultsadults

Encourage an environment that is Encourage an environment that is inviting, respectful, supportive, inviting, respectful, supportive, inclusive, and flexibleinclusive, and flexible

NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument

Elements of Standard IIElements of Standard IIB.B. Teachers embrace diversity in the school Teachers embrace diversity in the school

community and in the world:community and in the world: Demonstrate knowledge of diverse culturesDemonstrate knowledge of diverse cultures Select materials and develop lessons that Select materials and develop lessons that

counteract stereotypes and incorporate counteract stereotypes and incorporate contributionscontributions

Recognize the influences on a child’s Recognize the influences on a child’s development, personality, and performancedevelopment, personality, and performance

Consider and incorporate different points of Consider and incorporate different points of viewview

NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument

Elements of Standard IIElements of Standard IIC.C. Teachers treat students as individualsTeachers treat students as individuals

Maintain high expectations for all studentsMaintain high expectations for all students Appreciate differences and value Appreciate differences and value

contributions by building positive, contributions by building positive, appropriate relationshipsappropriate relationships

D.D. Teachers adapt their teaching for the Teachers adapt their teaching for the benefit of students with special needs:benefit of students with special needs:

Collaborate with specialistsCollaborate with specialists Engage students and ensure they meet the Engage students and ensure they meet the

needs of their students through inclusion and needs of their students through inclusion and other models of effective practiceother models of effective practice

NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument

Elements of Standard IIElements of Standard IIE.E. Teachers work collaboratively with the Teachers work collaboratively with the

families and significant adults in the lives families and significant adults in the lives of their students:of their students:

Improve communication and collaboration Improve communication and collaboration between the school and the home and between the school and the home and communitycommunity

Promote trust and understanding and build Promote trust and understanding and build partnerships with school communitypartnerships with school community

Seek solutions to overcome obstacles that Seek solutions to overcome obstacles that prevent family and community involvementprevent family and community involvement

Culturally Responsive Culturally Responsive Instruction: Instruction:

What does it look like?What does it look like? Consider the You Tube ClipConsider the You Tube Clip

California charter school: California charter school: http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=W3AbBFzIokg=W3AbBFzIokg

Think Pair Share:Think Pair Share: Is this a culturally responsive school?Is this a culturally responsive school? What are the elements of the instructional What are the elements of the instructional

program that make it culturally program that make it culturally responsive?responsive?

Culturally Responsive Culturally Responsive Instruction: Instruction:

What does it look like?What does it look like? High Expectations for all studentsHigh Expectations for all students Positive Relationships with family Positive Relationships with family

and community-demonstrating and community-demonstrating connections with curriculum content connections with curriculum content and relationshipsand relationships

Culturally sensitive/reshaped Culturally sensitive/reshaped curriculum that is mediated to curriculum that is mediated to connect to students backgroundconnect to students background

Framework of Research Based Framework of Research Based Instruction for Diverse Instruction for Diverse

Learners:Learners:The Five StandardsThe Five Standards

1.1. Teacher and Students Producing Teacher and Students Producing TogetherTogether

2.2. Developing Language and LiteracyDeveloping Language and Literacy

3.3. Connecting Learning to Students Connecting Learning to Students LivesLives

4.4. Teaching Complex ThinkingTeaching Complex Thinking

5.5. Teaching Through ConversationTeaching Through Conversation

Why in Reading?Why in Reading?

85% of delinquent children and 75% 85% of delinquent children and 75% of adult prison inmates are illiterate.of adult prison inmates are illiterate.

90 million adults in the U.S. are at 90 million adults in the U.S. are at best functionally illiterate.best functionally illiterate.

The cost to taxpayers of adult The cost to taxpayers of adult literacy is $224 billion a year literacy is $224 billion a year (welfare, crime, job incompetence, (welfare, crime, job incompetence, lost taxes)lost taxes)

Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles

Purposeful and Explicit Teaching-provide Purposeful and Explicit Teaching-provide scaffolded instruction scaffolded instruction Explicit explanation and modeling of a Explicit explanation and modeling of a

strategy, discussion of why and when it is strategy, discussion of why and when it is useful, coaching students to apply the strategyuseful, coaching students to apply the strategy

In reading comprehension: predicting, thinking In reading comprehension: predicting, thinking aloud, attending to text structure, constructing aloud, attending to text structure, constructing visual representations, generating questions, visual representations, generating questions, summarizing summarizing

Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles

Supporting the understanding of Supporting the understanding of specific textsspecific texts DiscussionDiscussion Balance of lower and higher-level Balance of lower and higher-level

questionsquestions Writing in response to readingWriting in response to reading Multiple encounters with complex textMultiple encounters with complex text

Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles

Demonstrate the skills of expert Demonstrate the skills of expert readersreaders Model using text AND own knowledge to Model using text AND own knowledge to

build a model of meaning, revising model build a model of meaning, revising model as new information comes.as new information comes.

Consider author’s intention and style and Consider author’s intention and style and vary reading strategy to match itvary reading strategy to match it

Ensure that all students are exposed to Ensure that all students are exposed to high level text and interactionshigh level text and interactions

Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles

Provide a wide variety of genres Provide a wide variety of genres (narrative, informational, procedural, (narrative, informational, procedural, biographical, persuasive, poetic) to biographical, persuasive, poetic) to match course contentmatch course content

Teach about words, including the Teach about words, including the morphology of words (more than just morphology of words (more than just giving a vocabulary list to match the giving a vocabulary list to match the story or chapter)story or chapter)

More on Five StandardsMore on Five Standards

Joint Productive ActivityJoint Productive Activity Facilitate learning through joint productive Facilitate learning through joint productive

activity among teacher and student.activity among teacher and student. Designs instruction that requires student Designs instruction that requires student

collaboration to accomplish a joint projectcollaboration to accomplish a joint project Provides time Provides time Arranges seating to accomplish, manages Arranges seating to accomplish, manages

materials and technology to supportmaterials and technology to support Organizes a variety of groupings (friendship, Organizes a variety of groupings (friendship,

mixed ability level, interests)mixed ability level, interests) Explicitly teaches students how to work in grousExplicitly teaches students how to work in grous

Developing Language and Developing Language and Literacy Across the CurriculumLiteracy Across the Curriculum

Develop competence in the language Develop competence in the language and literacy of instruction across the and literacy of instruction across the curriculum.curriculum. Listens to students talk about familiar topicsListens to students talk about familiar topics Responds to students’ talk, making Responds to students’ talk, making

instructional changes that relate to instructional changes that relate to commentscomments

Assists language development through Assists language development through modeling, eliciting, probing, restating, modeling, eliciting, probing, restating, clarifying, questioning, praisingclarifying, questioning, praising

Developing Language and Developing Language and Literacy Across the CurriculumLiteracy Across the Curriculum

Interacts with students in ways that Interacts with students in ways that respect their preferences for speakingrespect their preferences for speaking

Connects language and literacy with Connects language and literacy with content through speaking, listening, content through speaking, listening, reading and writing activitiesreading and writing activities

Encourages student to use content Encourages student to use content vocabularyvocabulary

Provides frequent opportunities for Provides frequent opportunities for students to interact with each other and students to interact with each other and the teacher during instructionthe teacher during instruction

Encourages use of first and second Encourages use of first and second languages in instructional activitieslanguages in instructional activities

Making Meaning: Connecting Making Meaning: Connecting School to Students’ LivesSchool to Students’ Lives

Connect teaching and curriculum with Connect teaching and curriculum with experiences and skills of students’ home and experiences and skills of students’ home and community.community. Begin with what students know from home, Begin with what students know from home,

community and schoolcommunity and school Learn about local norms and knowledge by talking Learn about local norms and knowledge by talking

to students, parents and community membersto students, parents and community members Design instructional activities that are meaningful Design instructional activities that are meaningful

to students (incorporation of local norms, to students (incorporation of local norms, knowledge)knowledge)

Teaching Complex ThinkingTeaching Complex Thinking Challenge students toward cognitive Challenge students toward cognitive

complexity.complexity. For each instructional topic, assures that students For each instructional topic, assures that students

see whole picture as basis for understanding the see whole picture as basis for understanding the parts parts

Designs tasks that challenge student Designs tasks that challenge student understanding, advancing to more complex levelsunderstanding, advancing to more complex levels

Assists students in accomplishing complex Assists students in accomplishing complex understanding by relating to real life experiencesunderstanding by relating to real life experiences

Provides clear, direct feedback on how student Provides clear, direct feedback on how student performance compares with challenging performance compares with challenging standardsstandards

Teaching Through Teaching Through ConversationConversation

Engage students through dialogue, Engage students through dialogue, especially the instructional conversation.especially the instructional conversation. Has clear academic goal guiding the Has clear academic goal guiding the

conversationconversation Ensures student talk occurs at higher rates Ensures student talk occurs at higher rates

than teacher talkthan teacher talk Guides conversation to include students’ Guides conversation to include students’

views and rationales, using text evidence views and rationales, using text evidence and other supportand other support

Listens carefully and assesses Listens carefully and assesses understandingunderstanding