There is more than one way to skin a cat….Equity in reading instruction

The adage goes: “there is more than one way to skin a cat”. I am going to put a different spin on it. “There is more than one our public school system promotes inequity in education.” Today, I’d like to write about Equity in reading instruction. I know you would be surprise to learn, like I was, that when you as a reading teacher negate the students the opportunity of reading choice you are marginalizing them.

Take for example those dreaded required summer reading lists…I hated them when my own children brought them home. I wanted them to read but not what was on the list! What did I do? With one hand, I fought the school system and with the other….I made my children read those books….I regret doing that. I remember my school years, when I had to read what the teacher told me to read, analyze and like novels like:  Jane Eyre, Dona Barbara, 1984 by George Orwell and Marianela. I loved to read but I was a teenager looking for my voice and identity and none of those books fit my needs. Talking about needs, do you think I am advocating for anarchy in the reading classroom? Absolutely not! You are still the adult and you are wiser.  One way to achieve equity in the reading classroom without waiting for the Department of Education to change their policies is by giving your students a choice of the books they will read from a selection that you’ll present them with.




About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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