Writing Genre Instructional Video - Obituary

This last semester I took part in a partnership between a (somewhat) local middle school class and our writing instruction course.  The partnership was centered on the completion of a multi-genre writing projects based on the book Inside Out & Back Again by Thanhha Lai.
One of the key pieces of this partnership was that the members of the writing course (all certified teachers looking to gain one level or another of literacy specialization) created genre how-to videos for the middle schoolers to reference while they worked on their pieces.  My partner and I created a genre how-to video on writing obituaries.  I wish I could post the others, as my colleagues did an excellent job.  However, I only have explicit permission from both parties to post my own.
So here it is!  How to write an obituary!

Personal Philosophy Statement

I thought that I should probably share one of the philosophy statements that I have written.  This is the most recent, but it is a work in progress.  It's always a work in progress, as I grow as a student and a teacher and my understandings and beliefs about literacy and learning change.

Personal Philosophy Statement

It is my philosophy of teaching that any student has the capacity to become a proficient reader and writer. Everyone deserves literacy and all the inherent opportunities that it provides. While there are certainly difficulties that are bound to need to be addressed, there is no hurdle that is insurmountable in the pursuit of fluency. My education as a teacher has influenced me to a certain extent on these ideas. Modern teacher education promotes literacy across the curriculum and high expectations for students' success. I think it is my own literacy journey that has affected me the most in the way I view teaching literacy. I have always loved the written word, to interact and explore and create. I want everyone to be able to share in the implicit joys of literacy.

I consider myself a constructivist. However, I understand that I have some learning to do about learning. I am still an inexperienced teacher – as I gain experience, I'm sure that my style will shift. I believe in the basic tenets of constructivism, and I try to use them in my teaching. Knowledge builds upon knowledge. Students aren't empty vessels to be filled with content and strategies but active participants in their growth.

There are a few theories of learning that I have integrated into my philosophical standpoint. Adding onto constructivism as I mention above there is the idea of the zone of proximal development, where learners construct meaning with the help of someone who is above their level (a peer, a teacher, etc.) who helps them reach beyond where they would be able to work by themselves. For me, this idea affects the way that I instruct literacy. It requires knowing the students' levels and how best to move them on from there. Scaffolding students' development is the best way to help them grow in their literacy.

In the International Reading Association's position statement on what it is required to be an excellent teacher of reading “Excellent reading teachers,” the IRA posits six qualities of knowledge and practice that excellent reading teachers share. First is an understanding of reading and writing and the belief that all children can learn to read and write. I possess these; the efficacy belief is deeply ingrained in my philosophy. Next is a continual assessment of students' individual progress and relation of literacy instruction to previous experience. I believe that both of these are very important and design my instruction around them. Next is the knowledge of a variety of methods of teaching reading and when to use each method. This is an area that I feel I am weak on. I am learning more methods of teaching reading, but my inexperience is a detractor here. I don't feel completely comfortable that I know which method is most appropriate in every situation. The fourth quality is that excellent reading teachers offer a variety of materials and texts. I feel particularly strong in this area. I have used a variety of genres and modes of text in my teaching. I find it rewarding not only for me, but for my students as well. Next is using flexible grouping strategies to tailor instruction to individual needs. I am not sure that I have enough experience with this. I have not had a chance to create my own student groups for the most part. I would like to seek out more information about how best to group students for optimal learning. The last quality is that excellent reading teachers are excellent reading “coaches.” I feel that I am a good reading coach. The balance of knowing when to step in and when to simply give a little hint comes naturally to me.

In a nutshell, my philosophy of literacy teaching and learning is that every student is a unique individual capable of fluency and more with the right support. Attention, care and lots of support are the most important tenets of being an excellent literacy educator.

References:

International Reading Association (2000). www.reading.org/advocacy/policy/excellent.html. The Reading Teacher, 54(2), 235-240. Retrieved from www.reading.org/advocacy/policy/excellent.html

Resources for Creating and Enhancing Culturally Relevant Partnerships

One of the first classes I took during my current grad work was focused on building successful collaborations and partnerships between families, schools and community organizations.  I developed this list of resources for culturally relevant/sensitive partnerships as a handout for a chapter discussion, but I felt it may be useful to share here.

Source 

And so, without any further ado...

Resources for Creating and Enhancing Culturally Relevant Partnerships

Welcoming Schools http://www.welcomingschools.org/

Welcoming Schools is a project of the Human Rights Foundation. The site collects together professional development, lessons and additional resources on embracing family diversity, avoiding gender stereotyping, and ending bullying and name-calling. There are resources on specific teachable moments that arise in everyday classrooms. The resources available include lesson plans, annotated bibliographies on a number of subjects, research, and support in advocating the need for welcoming schools for all students and families.

Gay, Lesbian and Straight Education Network http://glsen.org/

The GLSEN is an organization focused on fostering safe, respectful and inclusive school spaces for every student, regardless of sexual orientation, gender identity or gender expression. The site has a variety of resources for teaching and social action. Their educational resources are more focused towards late elementary and secondary students. Many are focused on broader issues of tolerance and bullying prevention. GLSEN also offers professional development resources.

Multicultural literature pathfinder from Internet Public Library http://www.ipl.org/div/pf/entry/48493

This is a pathfinder put out by the Internet Public Library focused on multicultural literature. It presents vetted resources including themed internet resources, print materials and directions to pursue further print materials.

Global Fund for Children book lists

https://www.globalfundforchildren.org/store/religious-diversity/

https://www.globalfundforchildren.org/store/diversity-in-the-united-states/

The Global Fund for Children is an organization focused on helping vulnerable children in communities around the world. Their resources page “connects parents and educators with high-quality resources for teaching children about diversity, tolerance, and global citizenship.” There are a lot of great resources here. I am highlighting the annotated book lists about Religious Diversity and Diversity in the United States. These lists are extensive, and feature books from preschool level to grade 8 (most are appropriate for the elementary grades).

Teaching Tolerance http://www.tolerance.org/classroom-resources

Teaching Tolerance is an online presence and print/digital magazine aimed at providing resources, news and support for those interested in diversity, equal opportunities and respect for differences in schools. The magazine is free for teachers to subscribe to. The classroom resources page features a searchable list of activities and lessons in multiple subjects, at levels from K through 12 on a variety of tolerance-focused topics.

Bonus: Family Echo http://www.familyecho.com/

This resource is a family tree maker that is entirely online, free and ad-free. It is very user-friendly and allows a lot of different kinds of information to be included. The product can be simple or complex and is attractive and easy to read.

Bonus: Internet Public Library http://www.ipl.org/

This is an extra resource that I wished to share. It is where the multicultural pathfinder listed came from, but it has many vetted resources: magazines and newspapers, resources listed by subject, and pathfinders on several topics. In addition, ipl2 offers sites specifically designed for kids and for teens, featuring similar resources more targeted at these age groups.