Tuesday, July 10 [Day 2]

What are our literacy routes/roots?


9:00 - 9:10

Review reactions sheets from day 1


9:10 - 9:25

Morning Reading


9:25 - 10:00

Thinking Routines and Primary Sources


10:00 - 11:00

"Where I'm From"


11:00 - 12:00

Journal Groups


12:00 - 1:00

Lunch

  • SIG: Foxfire (Part I)


1:00 - 1:45

Sharing of Literacy Artifacts


1:45 - 3:00

Reading Response Groups and Debrief


3:00 - 3:30

Reflections and Wrap-up

  1. Complete reaction sheet
  2. Consider posting reflections to TPS Teachers Network
  3. Consider revising/rewriting "Theory of Teaching and Learning"/autobiography of teaching, which is due on Monday
  4. Prepare for neighborhood walk: Shoes, sunscreen, and water
  5. Readings
    • Alim & Paris (2017)
    • Ball (1999) or Sylvester (1994)
    • Select a chapter from Teaching for Black Lives (2018) and bring book tomorrow
      • Suggested chapter: " Lead Poisoning" (pp. 219-227; complements Sylvester, 1994)

Goals

  • Use Library of Congress tools to analyze primary sources
  • Reflect on education as empowering and as process of assimilation by considering historical examples and texts
  • Reflect on our other stories, including our literacy roots and routes

Readings

  • Christensen, L. (2001). Where I’m from: Inviting students’ lives into the classroom. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice, vol. 2 (pp. 6-10).
  • Campano, G. (2007). “We are strong and sturdy in the heart”: Redefining accountability. In Immigrant students and literacy: Reading, writing and remembering (pp. 45-51). New York: Teacher College Press.
  • Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.
  • Lake, R. (1990). An Indian father's plea. Teacher Magazine, 2(1), 48-53.