Advice for Teachers: Standards, Skills, and Strategies

In late July, I called my ELA besties around the country to weigh in on some ideas for American Lit. There is an existing district scope and sequence, and from what I’ve gathered, there have been some needed tweaks and adjustments to the common assessments: mostly scheduling and cohesion, but some adjustments nonetheless.

One of my skill sets is backward planning, and I am forever a fan of UBD (Wiggins/McTighe), so I put together, with their help, a curated list of materials, and planned to incorporate the district’s scope and assessment focus/questions. I mention UBD because I can absolutely plan the beast out of PLC work and common assessments. This is going to be my 19th time at the rodeo.

I love working with my department head on these ideas; she’s receptive and collaborative and helps add focus. We both laughed when we met and agreed we are verbal processors, and she is skilled at listening to my processing. She understands the notion of “work in progress” and how my drafts are designed. We will interweave the skills necessary and develop assessments that are authentic and hopefully, engaging.

And here is the thing: if I could really get new and veteran ELA teachers to understand one important concept, the text is somewhat immaterial. What matters is the combination of skills, strategies, and standards working cogently and effectively for students’ growth and learning. These must be transferable, quantifiable, and reflective processes for students to make learning stick. Whether or not one spends six weeks on “The Crucible” or one week on The Great Gatsby isn’t the priority: when developing continuity and robust instruction in curriculum, always circle back to the three S’s.

I’m currently listening to (and then checking back in with the text) of How to Hide an Empire by Daniel Immerwahr. Chapter 17 which discusses measurements and standards. And while the United States is still not on the metric system, part of that global domination plan (colonization is so 1700s) is to make the world standardized. For better or worse, the CCSS did make an attempt to standardized instruction. Many states didn’t adopt the Common Core, and many parents and school boards unfortunately conflated the Core with standardized testing. TL:DR high-stakes testing sucks. The standards aren’t bad. They’re vague enough so that educators can put their spin and instructional design on them but clear enough to give focus and direction. His writing reminded me of educational standards, the Science of Reading debacle, and how research can support or defame just about any topic in education. It’s messy.

If we want to clear up this mess, we focus on the skills, strategies and standards in our content areas and create these as our framework.

That’s it. Make the bolts fit the nuts. Or something like that.

Summer Series of Saves: analysis is life

@gacruz_phd

“Try That in a Small Town”, Polysemy, and Ideological Fragments #teachersoftiktok #popculture #phd #academia #jasonaldean #music #greenscreen

♬ original sound – Dr. C

Key phrases I learned from his video, ones I knew, and all of them I need to share with students:

Ideological fragment: Dr. Cruz explores how a piece of media can be an ideological fragment, meaning a piece or artifact that represents an larger ideology (belief system).

Transgressions: Wrong-doing against others.

Extralegal: Definition (not sanctioned by the law)

Polysemy: having multiple meanings

Yes, I did Venmo him some cash for his content. You should, too.

Now, next school year when I provide instruction on analyzing media (literature, poetry, videos, etc.) and through the lens of facts, opinions, and truth, as well as poetry instruction (revised from Mud & Ink) What an amazing #mentortext to discuss our purposes for analyzing and discussing the media we consume.

A Girl Called Echo

Information and ideas about this text and series, and Native American Heritage Month

Context:

This is for my own need to find some solid footing. I started at my current position during the 2019-2020 year, just beginning to use my newly minted #ELL (MLL) endorsement, year 14 of teaching (now year 16), at an alternative high school in a new district. I’ve moved so many times in my life, and one of my life skills is trying to imagine the culture and invisible rules of place so I can emotionally and professionally survive, and hopefully thrive. This school had never had a full-time ELL/MLL teacher before, and since I’ve been there the graduation rates of MLL have risen with significant numbers. I remind my insecure self that I do know what I’m doing, and how to help. Unfortunately, I cannot bottle these methods and sell them to other teachers. I am working on being intentional and controlling the results, but alas, like true science it’s an art form, and sometimes the results are not as expected, and even more powerful. Over these past few weeks, I’m working on building back relationships with colleagues, which by and large means “leave them alone.” So I continue to work alone.

My class size for ELL/ELA this year is twelve students. What I love about smaller class sizes are everything you can imagine: individual attention, crafting, and scaffolding, differentiating for interests and needs. However, I’m still expected, like I imagine most of us are, daily learning targets and success criteria, and this number, where I have no idea where it originated from, we are expected to use 80% of district-approved materials. We adopted a new curriculum for ELLs since I’ve been in this district, and while the materials aren’t bad, at this stage in my profession I’ve been “baking from scratch” for so long, this feels too pedantic and suffocating. I take heart at in our scope and sequence, which I contributed to over the summer, one unit of study is Identity and another is Culture. Those are broad and expansive topics, and I can work with that. I also want to shift toward Dr. Gholdy Muhammad’s work and Dr. José Medina’s works. Sometimes fostering revolutions are the quiet shifts and getting results, sharing the results, and then it grows.

On September 25 I attended a Native American professional development

https://www.teachingforchange.org/2021-indigenous-peoples-day-curriculum-teach-in-highlights

https://www.necessitythemovie.com/

Also, we have an amazing Native American district lead, Robin Pratt, who’s shares rich resources, this among many others. How many districts around our nation can say they have a Native American DISTRICT LEAD?

https://www.k12.wa.us/student-success/resources-subject-area/time-immemorial-tribal-sovereignty-washington-state

This resource from Dr. Debbie Reese: https://americanindiansinchildrensliterature.blogspot.com/

But: this is the work of the work. We excavate, research, and find what we and our students need. And I’m always honest with them about how much I don’t know, and also inquire into their experiences, too.

Organization:

I will do my best to organize these thoughts so you can find and use what you might need.

Objectives:
Using a reader’s response journal and graphic novel, among other media, inquire and build contextual and historical knowledge about the past and present day.
1. Read to learn about a character and her identity, place, and present-tense life, and her journey to learn about her past and make personal connections to her place in history.
2. Write about our own experiences with our heritages –many of us don’t know family members or ancestors. This is not about direct knowledge, but imagining (historical fiction) — if we could dream about our pasts, where would we go? What might we see? Who might we talk to?
3. Listen to stories and perspectives from those who live and learn on this land we currently occupy (Muckleshoot Tribe)
4. Speak/discuss our thoughts with others in class*

*this is a domain that has been challenging to encourage students to take risks with each other

Google Slide with instructions for journal: https://docs.google.com/presentation/d/1ofLJM1Ag0hT19DccxpiXub4MPMD9QO3xKZ-6EkbnngE/edit?usp=sharing
Google Slide based on Dr. Gholdy Muhammad’s instructional work:

https://docs.google.com/presentation/d/1I7AWRTlvDt3zLILUW4Av6PJ1W2hfqf-ANxqjQiXQPD8/edit?usp=sharing
We Are Muckleshoot
https://www.wearemuckleshoot.org/our-future
Consider water rights unit, too:
https://crosscut.com/2018/10/seattle-caught-between-tribal-rights-and-protecting-its-water-supply
Dialectical Journals Notebook insert: https://docs.google.com/document/d/1DCotQ3TyyBAmNymwTKWrvyUIc8P7l5czK0juCf2V4TQ/edit?usp=sharing
Native American Poetry https://poets.org/native-american-heritage-month?fbclid=IwAR26lpKXrwILBG8FaEISnaFAgl1GNLiJ4oVRizUk_UCpEb1izkGTJcfJs5A
https://www.necessitythemovie.com/
Instructional Resources List
Dialectical Journal Inserts and Notebooks
Notebooks

Media:

I made mistakes, of course. I made this in March 2020, right after the building closure. Why I said “break” I have no idea.
See the comments: MAY-tee in English, MAY-tees in French
https://youtu.be/gRhrU9aJcr4

Texts and Resources:

https://www.facinghistory.org/stolen-lives-indigenous-peoples-canada-and-indian-residential-schools/chapter-1/m-tis

This tribe helped the Pilgrims survive for their first Thanksgiving. They still regret it 400 years later.

https://native-land.ca/resources/teachers-guide/

The Myths of the Thanksgiving Story and the Lasting Damage They Imbue

https://nativeamericanheritagemonth.gov/

There is no shortage of factual, critical information about our history; the more I looked into my digital hoard the more I uncovered. Hopefully you can find something you can use, and begin to do this work. Now. This month. And keep it going. I’m going to hit the Publish button.

Series: White People Homework: All Posts

All 30 Posts from Series: White People Homework

1 https://mrskellylove.com/2020/06/02/equality/

2 https://mrskellylove.com/2020/06/03/series-white-people-homework-2/

3 https://mrskellylove.com/2020/06/04/series-wph-militarizing-3/

4 https://mrskellylove.com/2020/06/05/series-wph-teach-your-children-well-4/

5 https://mrskellylove.com/2020/06/06/series-wph-know-your-history-5/

6 https://mrskellylove.com/2020/06/07/series-wph-fear-6/

7 https://mrskellylove.com/2020/06/08/series-white-people-homework-white-teachers-7/

8 https://mrskellylove.com/2020/06/09/series-white-people-homework-the-cost-8/

9 https://mrskellylove.com/2020/06/10/series-white-people-homework-the-cost-9/

10 https://mrskellylove.com/2020/06/10/series-white-people-homework-joy-10/

11 https://mrskellylove.com/2020/06/11/series-white-people-homework-11/

12 https://mrskellylove.com/2020/06/12/series-white-people-homework-12-bad-behaviors/

13 https://mrskellylove.com/2020/06/13/series-white-people-homework-statues-13/

14 https://mrskellylove.com/2020/06/14/series-white-people-homework-whats-in-a-name-14/

15 https://mrskellylove.com/2020/06/15/series-white-people-homework-lets-talk-15/

16 https://mrskellylove.com/2020/06/16/series-white-people-homework-educators-part-116/

17 https://mrskellylove.com/2020/06/17/series-white-people-homework-educators-2-17/

18 https://mrskellylove.com/2020/06/18/series-white-people-homework-poetry-18/

19 https://mrskellylove.com/2020/06/19/series-wph-juneteenth-19/

20 https://mrskellylove.com/2020/06/20/series-white-people-homework-20-who/

21 https://mrskellylove.com/2020/06/21/series-white-people-homework-21-solstice/

22 https://mrskellylove.com/2020/06/22/series-white-people-homework-22-canon-fodder/

23 https://mrskellylove.com/2020/06/23/series-white-people-homework-23-will-this-be-on-the-test/

24 https://mrskellylove.com/2020/06/24/series-white-people-homework-24-moving-on/

25 https://mrskellylove.com/2020/06/25/series-white-people-homework-25-forever-young/

26 https://mrskellylove.com/2020/06/26/series-white-people-homework-26the-question/

27 https://mrskellylove.com/2020/06/27/series-white-people-homework-27-reflection/

28 https://mrskellylove.com/2020/06/28/series-white-people-homework-28-money-support-the-work/

29 https://mrskellylove.com/2020/06/29/series-white-people-homework-29-elijah-mcclain/

30 https://mrskellylove.com/2020/06/30/series-white-people-homework-30-love/

Series: White People Homework (28) Money: support the work

Look for the voices who are doing the work with love, excellence and sharing. And support them.

This is what I wrote in 2018, and my question ‘is this the best we can hope for?’ lacked in hope and vision. But thank goodness others have taken up the work, and helped us (teachers) continue to grow and learn.

My inadequate hope.

Fortunately, Shea Martin, Lizzie Fortin, and many others keep sharing their thinking.

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And it’s almost payday: donate to this, even if they’ve exceeded their goal:

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Series: White People Homework (22) ‘Canon’ Fodder

Districts and English departments are scrambling for “diverse” books–while some of us have been doing this work, time to continue and support.

I’m going into year 15 next school year, and during this time I can vouch that I continue to seek answers and strive to be a better teacher for my students. This is built on my master’s thesis, which was using engaging children’s literature–I contend this was a solid foundation for my practice. But I’m out of patience waiting for others to catch up. And I’ve encountered this request and steerage multiple times. I’m not a patient person by nature anyway, or so I’ve been told by a friend. It would be my life lesson. I’m beginning to think patience, when it comes to children and education, is highly overrated and is not, as painted, a virtue, but a sin.

And I saw this:

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And this:

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I would add that I am here for any conversation about books, novels, problematic texts, and the approved “canon.” Districts and district leadership: I beseech you: do not make it so difficult to get great literature written by BIPOC writers in our classrooms. We don’t have time to wait.

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Book Recommendations for my current teaching position: link here.

This is a screenshot from a recent Webinar sponsored by the International Reading Association

Series: White People Homework: Educators Part 1: Doing the Work(16)

Part 1 of some of the anti-racist educators.

We can’t do this work alone. And I’ve recognized that if I’m not “the” teacher that connects with a student, I know that there will be one for them along the way. I don’t want to be “the one” anyway — truly. I want all of us to provide each child we teach and in our care to be respected, model self-respect, and supported. And just like children need different supports, so do adults. How one colleague begins their anti-racism work and their place on the journey toward an equitable, just society may look different for each of us. This is Part 1 of some of the educators who’ve influenced, inspired, and become an integral part of my community.

Here are some of the educators doing this work, and they can help you on your journey:

Jess Lifshitz approaches anti-racism work with humility and great love. And don’t be fooled; she is a powerful and amazing educator.

John Spencer has been a friend of mine for years. I trust his voice and his work.

Tom Rademacher is direct, no-nonsense and will help you with direct, honest conversation about anti-racism work. I cannot recommend his book, It Won’t Be Easy, enough.

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Mrs. LaQuisha Hall — it would be a challenge to find an educator as generous as she.

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Series: White People Homework: Let’s talk (15)

Thank you to Larry Ferlazzo

In a Facebook group whose mission is to discuss anti-racism and equity issues (one of about a thousand of these groups) a member asked if it’s “okay to compliment an accent.”

My short answer was “no.” She was not satisfied with this. I told her I would research it further, but my first response comes from being an ELA/ELL teacher, and complimenting someone’s accent or dialect may make them feel singled out, “other” ness. It may discourage students who speak one or more languages other than English, and while they’re working on English will feel self-conscious.

And I am wondering why I am still so irked. Why wasn’t it enough for me to say “no?” The reason is because when a white person doesn’t get the answer they want, it takes a trajectory of time (confirmation bias strength) and friction (cognitive dissonance). She wanted to continue her behavior. I get it. I still like to tell students they’re amazing, beautiful, smart, loyal friends, courageous, and creative. When we’ve done pop-up toasts as a class and they need to speak to/about other students, it’s my honor to help them find ways to compliment one another that’s healthy, loving and profound.

Further Reading:

Note: even the word “microaggression” sounds like “small racism.” They’re aggressions.

What exactly is a microaggression?

This is from a person who works as a dialect coach: http://accenteraser.com/blog/4-things-people-with-accents-wished-you-knew/

“And maybe, just maybe I don’t want to tell you where I’m from because I might look at this country as being my home. I’ve worked hard to become part of your world. And I love it here.”

Please Know This Before You Comment on My Accent

Micro-aggressions in the Classroom: https://www.messiah.edu/download/downloads/id/921/Microaggressions_in_the_Classroom.pdf

YOU HAVE AN ACCENT, I HAVE AN ACCENT, EVERYBODY HAS AN ACCENT….by Larry Ferlazzo

Series: White People Homework- What’s in a name? (14) (Updated)

We’re not a football family in our house. And like many areas of fandom, it’s okay–no judgment on those who love football, and as far as we know we aren’t judged by others. Wouldn’t matter. So forgive me for not knowing who Emmanuel Acho is. Turns out, he’s pretty amazing! And I am so grateful for other media formats who bring people such as him into my life and help me learn.

And I am an ELA/ELL teacher; however, full disclosure, I was not an English major in college. Most of what I learned about mechanics, style guides, and conventions I relearned and created lessons while teaching. My next question is what are the current grammarians and style guide writers determining about the capitalization of Black and White. Here’s what I’ve found:

Black should be capitalized. “White” — not as clear. From the Diversity Style Guide, they link further articles. The consensus isn’t clear (as are many grammatical discussions).

The National Association of Black Journalists does not capitalize Black in its publications, including the NABJ Style Guide. Many of the terms related to Black and White people in The Diversity Style Guide come from 100 Questions & Answers About African Americans. The team that put together that guide decided to capitalize Black and White, according to editor Joe Grimm. After much research and consideration, the editor of The Diversity Style Guide elected to capitalize Black and White when used in a racial context, but most would say it’s not incorrect to lowercase those words.

https://www.diversitystyleguide.com/glossary/white-white/
This article was written in 2011: When referring to race, should ‘black’ and ‘white’ be capitalized?
Original Post: http://dcentric.wamu.org/2011/10/when-to-capatalize-black-and-white/

However, when words labeling an entire people are at the root of a language dispute, that’s reason enough to seek direction outside of our usual resources, especially if the resources are outdated. If your editorial directive is to call people what they want to be called—including names, pronouns, and labels—then look to Black media outlets like Ebony and Essence for accepted usage and avoid overriding their terminology. By capitalizing black and white, we also make necessary distinctions between color and race—black hair and Black hair—similar to distinguishing between native and Native. Don’t wait for your style guide to catch up, because it’s waiting for you to demonstrate sufficient usage.

From https://consciousstyleguide.com/capitalizing-for-equality/

This article lead me to this page: Center for the Study of Social Policy: https://cssp.org/2020/03/recognizing-race-in-language-why-we-capitalize-black-and-white/

This is the dilemma we need to address:

We believe that it is important to call attention to White as a race as a way to understand and give voice to how Whiteness functions in our social and political institutions and our communities. Moreover, the detachment of “White” as a proper noun allows White people to sit out of conversations about race and removes accountability from White people’s and White institutions’ involvement in racism. We are also reckoning with the threatening implications of capitalizing “W” in “White,” often used by White supremacists, to establish White racial dominance. The violence of capitalizing White in this context makes us grapple with the history of how Whiteness has functioned and thrived in the United States; acknowledging that, yes, White people have had power and still hold power in this country. While we condemn those who capitalize “W” for the sake of evoking violence, we intentionally capitalize “White” in part to invite people, and ourselves, to think deeply about the ways Whiteness survives—and is supported both explicitly and implicitly.

https://cssp.org/2020/03/recognizing-race-in-language-why-we-capitalize-black-and-white/

Language is powerful, and oftentimes I think ELA teachers don’t teach the true power of capitalization, punctuation and syntax. Because it “wasn’t on the test” we spent the past 14 years teaching to a test that uses excerpts like out-of-context entrails on an autopsy slab. I am going to call on my other experts on history and language to ask their thoughts. I will and do capitalize Black when referring to race, and have been using lower case “w” for white people. My instinctual response was because capitalizing the “w” felt like a nod for white supremacy. However, CSSP makes a strong case. (No pun intended.) Language is ever-evolving and shifting, sometimes for honest, descriptive and precise communication and sometimes for nefarious and subtextual racist communication. This article was written in 2015 by the Columbia Journalism Review: I think we can all agree that we need to be mindful of language and do our best to stay current and mind the impact.

And also, ELA teachers, be especially mindful of your use of Martin Luther King’s, Jr. works.

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Update:

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