Accelerating and Extending Literacy for Diverse Students (eBook)

Dorothy A. Sisk is Conn Chair and Professor at Lamar University. Dr. Dorothy Sisk’s professional career has spanned more than 40 years. She has been published in a variety of textbooks, academic journals, and in the SAGE reference volumes. Dorothy is the author and co-author of eleven books, including: The Growing Person, Intuition: An Inner Way of Knowing, and Leadership Making Things Happen with Doris Shallcross; Gifted Children in the Regular Classroom and Spiritual Intelligence: Developing Higher Consciousness with E. Paul Torrance; A Futures Primer with Charles Whaley; Leadership: A special type of Giftedness with Hilda Roselli; Enhancing the gift of Leadership with Hava Vidergor; Collective Literacy: Using Gifted Strategies to Enrich Learning for Every Student with Susan Israel and Cathy Block; and Creative Teaching of the Gifted and Making Great Kids Greater as a sole author. Her articles appear in the major journals of gifted education including: Understanding Our Gifted, Roeper Review, Gifted and Talented International, Gifted Education International, and Tempo.

ForewordPrefaceIntroductionChapter 1- Using Culturally Responsive Teaching to Differentiate and Accelerate Literacy for Diverse LearnersDorothy A. SiskWhat it means to be culturally sensitive teacherImportance of the Teacher as the Primary Agent of ChangeCulturally Relevant PedagogyCulturally Responsive Teaching is ValidatingCulturally Responsive Teaching is ComprehensiveCulturally Responsive Teaching is MultidimensionalCulturally Responsive Teaching is EmpoweringCulturally Responsive Teaching is TransformativeCulturally Responsive Teaching is EmancipatoryThe Challenge of Culturally Responsive Teaching with Students of PovertyConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 2- DISCOVER: A Model for Identifying and Nurturing Strengths in Creative Problem C. June MakerSolving across Diverse Domains of AbilityProblem Solving: The Key Construct in Intelligence and CreativityDesigning Challenging Questions and Problems: The DISCOVER Problem ContinuumThe Closed ProblemsThe Semi-Open ProblemsThe Open-Ended ProblemsPerformance-Based Assessments of Creative Problem Solving in Human AbilitiesHands-On ActivitiesHands-On Assessment Activities for Preschool ChildrenOral LinguisticMathSpatialHands-On Assessment Activities for Elementary and Middle School StudentsSpatial ArtisticSpatial AnalyticalOral LinguisticHands-On Assessment Activities for High School Students and AdultsSpatial AnalyticalSpatial ArtisticOral LinguisticNaturalistMechanical-TechnicalPersonalPaper/Pencil ActivitiesPaper and Pencil Assessment Activities for Elementary and Middle School StudentsConcept MapsMathWritten LinguisticPaper and Pencil Assessment Activities for High School Students and AdultsConcept MapsMathWritten LinguisticTalent and Ability ProfilesNurturing the Talents and Strengths of Students: The DISCOVER Curriculum ModelResearch on the DISCOVER ModelAssessmentResearch on Diverse StudentsConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 3- Motivating Gifted ReadersSandra Kaplan and Jessica ManzoneAnother Focus on MotivationStrategies to Increase Student MotivationStrategy#1 – Student-to-Student Book MessagingStrategy#2 – Time and Place Reading Decisions:Strategy#3 – Recognition of Difference in How to Read:Strategy#4 – Reading Alignment to the Nature of Giftedness:Strategy#5 – Reading Like a Disciplinarian:Connections to the Common Core State StandardsConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 4- Happy Teachers Will Change the World: Nurturing the Inner Life of TeachersMichele KaneRevisiting ResearchReconsider and Reflect on Personal ChallengesPositive QualitiesRed Flags of Ineffective TeachingRenewing Passion and Purpose for your ProfessionRecognizing the Elements of Well-BeingRekindling Beginner’s Mind and Remaining PresentReclaiming Positivity and Well-BeingSchool Response: Teaching and Learning Increased School’s Gross National HappinessConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 5- Engaging and Effective Strategies for English Language LearnersElsa Fernandez AndersonDeveloping Critical ThinkingDeveloping Academic VocabularyDeveloping LiteracyCase StudySample of Strategies Incorporating CLD PedagogyStrategy: SWIRLStrategies to move from social to academic languageStrategy: Is it a Fact? –Social Language VersionStrategy: Is it a Fact? –Academic Language VersionStrategy: Visual Discoveries –Social Language VersionStrategy: Visual Discoveries –Academic Language VersionStrategy: What’s the Symbol? – Variation StrategyStrategy: Words In, Words OutStrategy: Question LaddersConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 6– The Use of Response to Intervention (RtI) to Provide Instruction for Twice-Exceptional StudentsDebra A. TroxclairDiversity-Conformity ParadoxResponse to Intervention: Initial Focus on Assessment on Learning DisabilitiesResponse to Intervention:Gifted LearnersTwice-Exceptional Gifted LearnersStatus of Response to Intervention (RtI) and Gifted LearnersResponse to Intervention (RtI) and Literacy Instruction for Twice-Exceptional LearnersResponse to Intervention Framework: Identification of Twice-Exceptional GT/LD StudentsResponse vs. Non-Response Element of (RtI)Screening for GT/LDConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 7– Learning, Reading, and Writing Words Closely and Deeply: The Archaeology of ThoughtShane TempletonActivitiesThe First Layer: Latin and Greek Roots and AffixesExploring the Layer: Etymology and the DictionaryMore Advanced Etymology: The Assimilation of PrefixesSerious Archaeology: Indo-European RootsApplication to Learning a New LanguageConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 8- Academic Language Across the GenreEugenia Mora-Flores and Sandra KaplanReading Around the GenreAcademic LanguageAcademic LanguageRole of Academic LanguageConnection of Academic Language to StandardsDifferentiating Academic LanguageScaffoldingCollaborationConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 9- Using Technology to Accelerate Literacy for Diverse LearnersL. Kay AbernathyA Literacy Teacher in the Digital AgeHistory of the Digital AgeEmpowering and Emancipatory Effects of TechnologyTechnology and Global PerspectiveTechnology, Social Software, and Second Language LearnersTechnology and Responsive PedagogyTechnology, Transformation, and ValidationAssistive Technology and Physical DisabilitiesTechnology and Digital StoriesConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 10- Picture Book Essentials and the English Language Arts Common Core StandardsLaura BeltchenkoA Lens on ELA CCSS and Implications for English Language Learners (ELLs)Theory into PracticeA Lens on ELA CCSS, Text Complexity and Text Leveling The Value of Reading AloudA Lens on ELA CCSS, Read Alouds, Vocabulary Development, Speaking and Listening Multicultural Literature Perspective in Children’s BooksA Lens on ELA CCSS, Culture and DiversityBooks with Pictures, Picture Books, Picture Story Books and Illustrated BooksSupporting Children’s ZPD through Text and Illustration InteractionLooking through the Lens of Three LearnersCognitive and Affective Purpose of Viewing the Picture BookConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 11- Using Visual Literacy and Images as a Gateway to Expand Diverse Students’ Critical Thinking and Literacy DevelopmentDonna L. KnoellHistory of Visuals in the Communication ProcessResearch and Best PracticesGateway to Learning for Diverse StudentsThe Power and Impact of Visual CommunicationClassroom Instructional Opportunities: Moving Instructional Potential ForwardPractical Suggestions for Implementing Visual Literacy Skills in Diverse ClassroomsConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 12- Using Bibliotherapy to Support the Social and Emotional Needs of Diverse StudentsHeather A. HarderMeeting the Social and Emotional Needs of Diverse StudentsBibliotherapy to the RescueBibliotherapy DefinedBenefits of BibliotherapyHow Bibliotherapy WorksCreating a Bibliotherapy PlanCriteria for Selecting Books for BibliotherapyConclusionReferencesRecommended picture books to use with culturally and linguistically diverse studentsDiversity, Equality & Multicultural IssuesTeacher VoiceRead OnLog OnReflect OnChapter 13- Crossing the Divide: Storytelling as a Bridge to Student-Teacher ConnectionMarc KulyThe DivideA Rationale for Crossing the DivideBuilding Bridges: Storytelling in PracticeConclusionReferencesTeacher VoiceRead OnLog OnReflect OnChapter 14- Putting it Altogether: Accelerating and Extending the Literacy of Diverse StudentsDorothy SiskConclusion