This libguide includes resources for the 2019 EL National Conference workshop developed by the CCPCS Librarians.
Learning Targets for the session:
1. I can incorporate features of Capital City’s framework to select high quality materials for my case studies, expedition resources, and classroom libraries.
2.I can use an equity lens to evaluate all texts and resources.
8:30-8:35 — Opening Reading
8:35-8:40 — Unpacking Learning Target
8:40-9:05 — Grapple: "How are these artifacts indicative of our equity lens, and the qualities of text described in the Transformational Literacy excerpt?”
9:05-9:15 — Reveal the Collection Development Framework
9:15-9:25 — Make Connections: How our identities inform our work
9:25-10:10 — Work Time: Expedition Planning and Collaboration
10:10-10:25 — Sharing you work
10:25-10:30 — Reflection & Feedback
“The text is the primary vehicle through which the topic is taught. Carefully selected texts at the text complexity band for a given grade level give students access to the topic and content targets through close and careful reading. Attention to text selection also ensures that students can practice specific literacy standards so that they have deep access to this topic and learning going forward. Choose text judiciously to ensure it is worthy in terms of the knowledge it will help students build about the world and the opportunities it presents for students to master specific literacy standards (based on the text’s content, language, or structure). Less is more.”
“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of a larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books. … When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part. Our classrooms need to be places where all the children from all the cultures that make up the salad bowl of American society can find their mirrors.”
