Anda di halaman 1dari 2

InTASC STANDARD 8: The student understands and uses a variety of instructional strategies

to encourage learners to develop deep understanding of content areas and their connections, and
to build skills to apply knowledge in meaningful ways.
Name of Artifact: Book Club
Course: Adolescent Literacy in the Content Areas CIR 754
Date: November 2018
TESOL Standards Addressed: 3a
ACTFL Standards Addressed: 3.1, 3.2, 4.1, 4.2
Rationale:
In CIR 754, I was able to use a variety of instructional strategies to merge content with
literacy. Using a text set that I created, I produced three activities to teach vocabulary, foster
comprehension of overall text, encourage conversation about global issues, and to add
supplementary knowledge about world history. The books that I chose for the text set in the
planning stage are Enchanted Air by Margarita Engle, Countdown by Deborah Wiles, and The
Cuban Missile Crisis in American Memory by Sheldon Stern. These books all centered on the
Cuban Missile Crisis. The only difference was perspective. The anchor text, Enchanted Air, was
written by a Cuban-America with a foot in both cultures during the time of the crisis. The
supplementary text, Countdown, was a historical fiction account, but the details surrounding the
crisis were accurate. The last text, The Cuban Missile Crisis in American Memory, was a
debunking of the myths associated with the crisis in the minds of many Americans.
In the planning stage, I had to carefully choose books that were on, above, and below
grade level to all add to a more complete view. Being able to consult different texts gives
students an opportunity to get more background knowledge on a specific topic. Just one of the
topics on which students were enlightened was that of immigration. Giorgis and Johnson (2002)
note, “Children and adolescents who are denied the experience of grappling with these complex
social controversies grow up developing intercultural misunderstandings that often lead to
discrimination and bias. However, when children are encouraged to think critically about these
matters, they develop new possibilities for understanding and interacting with the world...
As students explore a theme through different genres and reading levels, they gain multiple
perspectives…[and the text set] allows for multiple curricular venues and connections through
which teachers can address some of the ramifications of immigration” (p.47). Students see the
experience of a second-generation immigrant firsthand, the experience of a teacher married to an
immigrant, and immigration from the American government’s perspective. The wide array of
texts used gave my students a deeper understanding of immigrants, as well as topics related to
immigration like acculturation and discrimination.

Rationales
Giorgis, C., & Johnson, N. (2002). Children's Books: Text Sets. The Reading Teacher, 56(2),
200-208. Retrieved from http://www.jstor.org.lynx.lib.usm.edu/stable/20205177

Anda mungkin juga menyukai