Question:
Select a grade level and research critical literacy instructional strategies (looking at both reading and writing). Chose a text from Appendix B of the Common Core standards. From your selections and research, create a chart that includes 10 strategies that you can use to help your student construct meaning through critical literacy using the text to illustrate the strategy.
Describe an activity to be used with each strategy on your chart.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Content Strategy list is incomplete and omits most of the requirements stated in the assignment''s criteria. Strategy list is incomplete and omits some of the requirements stated in the assignment's criteria, inconsistent treatment of implementation, rationale, and assessment of strategies. Strategy list is adequate and meets most of the requirements stated in the assignment's criteria, adequate treatment of implementation, rationale, and assessment of strategies.
Strategy list is comprehensive and accurate; definitions are clearly stated; well-detailed and coherent treatment of implementation, rationale, and assessment of strategies. Strategy list is comprehensive and accurate; definitions are clearly stated; well-detailed, coherent and persuasive treatment of implementation, rationale, and assessment of strategies.
Activities Activity list is incomplete and omits most of the requirements stated in the assignment's criteria. Activity list is incomplete and omits some of the requirements stated in the assignment's criteria. Activity list is adequate and meets most of the requirements stated in the assignment''s criteria. Activity list is comprehensive and accurate. Activity list is comprehensive and accurate; descriptions of activities are clearly stated and well detailed.
Organization
Presentation The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The presentation is good. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.
Appropriateness There is no evidence that the student has selected an effective tool, technique, or paradigm to achieve the goal as defined in the assignment criteria. Student selection of a tool, technique, or paradigm does not relate to the assignment criteria. Student selects strategies that are not appropriate for the audience and the situation and are inadequately developed. Student selected a tool, technique, or paradigm that achieves a basic representation as defined in the assignment criteria.
Student selected strategies that are appropriate for the audience and the situation. Student selected an effective tool, technique, or paradigm to achieve the desired goal as defined in the assignment criteria. Student selects strategies that are appropriate for the audience and the situation. Student shows a deep understanding of the audience and the situation by selecting strategies that enhances understanding. Student created tools, techniques, or paradigms that effectively achieve the desired goal.
Format
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. The writer is clearly in command of standard, written academic English.
Sample
Re:critical meaning assignment
Here is a very thorough example, this should help.
Strategy Description of Strategy Rationale for Strategy's Use Activity With Strategy Assessment of Strategy
Bookmark In this strategy, students create four bookmarks out of a sheet of paper. As they read, they use each bookmark to write a different aspect of the story. This includes, something interesting, something confusing, a word they would like to discuss, and an illustration that helped them while they read. These bookmarks are then used for discussion. (Molden, 2007) This is a good strategy because it builds opportunities for the students to stop and analyze what they are reading.
When they evaluate the text for interesting parts, confusing parts, or words that are not understood then they can use this as a discussion starter. This can help them to make decisions about the literature and how it applies to social, racial, ethical, or other aspects of their world. (Molden, 2007) In the classroom, this strategy would be implemented with literacy circles.
The teacher would start with a quick recap of the chapter before, and then tell the students they will be doing bookmarking in their circles. Students would be familiar with this activity as it has been done before. Students would be split into groups of four. The teacher would inform them that they would be working on chapter 2 of The Adventures of Tom Sawyer, called "The Glorious Washer." She will instruct them that each student would oversee a different bookmark which would change daily until all students completed each bookmark.
They would read the text aloud together and each person would do their part as described. One student would write down something that is interesting, one student would write down something that was confusing, one would put down words that they found interesting, and the last would make an illustration of the text.
The students would then discuss the things their groupmates wrote down. Students would have a journal that they would write down points of their discussion in. For example, the one student may write, it is interesting that Tom made the job seem very interesting even though he hated it himself. The students could then discuss this together. They may make connections to a time when they have done this or explore if they think this is a good way to handle it. They would make bullet points of their discussion of this one bookmark.
After about fifteen minutes of this activity, the teacher would call everyone back together for a big group discussion. Each group would share their discussions, and the class would further discuss it. The teacher would add more to the topics if there was not enough though provoking answers. For example, the teacher could add to the previous example and say is there ever a time where you may have been tricked into something through a commercial or another form of media and it was not what you thought.
This would get the students thinking about how the media portrays bias in consumer products and make them think more critically into what they view and read. The teacher would use the text to help students see the how wording can be tricky and they need to be careful. Students would examine the text to find ways in which the author shows this. This strategy is one that can be used in many different capacities. It can be used individually, in partners, or small groups.
It also can be differentiated to accommodate all learners. Students can either sketch the answers on their bookmarks or write them. Questions can also be posed to help the students investigate into the story to put the information on the bookmarks. This strategy could be hard to do if not modeled for the students first. Therefore, this would need to be modeled and done together before students could effectively recreate it on their own.