Literacy and Learning Across the Curriculum Content Area Reading Literacy and Learning Across the Curriculum Richard T. Vacca, Jo Anne L. Vacca, Maryann Mraz Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Culturally Responsive Teaching in Diverse Classrooms Chapter 3 Culturally Responsive Teaching in Diverse Classrooms Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

THINK ABOUT YOUR CLASSROOM/ STUDENT TEACHING/ OWN EXPERIENCES…. How did culturally diverse students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.

READ THE FOLLOWING QUOTE AND KEEP IN MIND POSSIBLE INSTRUCTIONAL APPROACHES FOR CULTURALLY DIVERSE LEARNERS. “Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.” Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.

Organizing Principle Teachers respond to linguistic and cultural differences by scaffolding instruction in culturally responsive classrooms. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Frame of Mind Why are today’s classrooms more diverse than they were several decades ago? What are some of the cultural and linguistic differences that students from various racial and ethnic backgrounds bring to classroom learning situations? What is culturally responsive instruction and what does it look like in content area classrooms? What can a teacher do to implement culturally responsive instruction in a content area classroom? Why do English learners struggle with content literacy tasks, and how does sheltered instruction make content more accessible to them while providing additional language support? Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Five Essential Themes for a Culturally Relevant Pedagogy Identity and achievement Equity and excellence Developmental appropriateness Teaching the whole child Student–teacher relationships (Brown-Jeffy and Cooper [2011], p. 63) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Teaching for Cultural Understanding Contributions approach Additive approach Transformative approach Decision-making/social action approach Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Considerations When Selecting Multicultural Literature to Integrate Is the story an authentic depiction of the culture it intends to represent? What are the perspectives of the diverse characters? What are the characters’ perspectives of events and conflicts? Can students relate their own experiences to those in the text? What are the values that shape the conflict-resolution strategies used by the characters? How do culture mores and expectations influence characters’ decisions and viewpoints? Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Characteristics of Culturally Responsive Teaching High expectations Positive relationships with family and community Cultural sensitivity Active teaching methods Teacher as facilitator Student control of portions of the lesson Instruction around groups and pairs to lessen anxiety (Schmidt [2003], p. 73) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Dialect Use Language differences should not be mistaken for language deficits among culturally diverse students. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

English Learners Speak English as a nonnative language Come from one of several immigrant populations Must acquire skills for social uses of English Must acquire academic skills across the content areas May find reading textbooks demanding Often face challenges with the vocabulary load of content-area textbooks Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Sheltered Instruction for English Learners Provide comprehensible input. Use strategies for vocabulary development. Differentiate between intensive and extensive reading. Use the repeated reading strategy. Use learning strategies for active engagement. Use writing strategies. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Sheltered Instruction Observation Protocol Serves as a blueprint for designing lessons that integrate content learning with additional support for English learners Enhances instructional delivery by making teachers aware of highly effective practices Provides an observational framework for rating teachers in sheltered classrooms Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Sheltered Instruction Observation Protocol (SIOP) Preparation Instruction Building background Comprehensible Strategies Interaction Practice/application Lesson delivery Review/Assessment Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

With a partner , discuss… Language and culture are inextricably connected.” What are the implications of this statement for classroom practice? Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.