LE 2: TLCP
Reading Specialist Summer 2014
This LE was all about TLCPs. We began by sharing some of our favourite children's books. You will find the link to the Google Doc we created below. We spent the rest of the LE learning more about TLCPs and developing plans for use in the classroom.
Additional Resources to go with some of the children's books. . .
From the Webcasts. . .
You shared your thoughts on how TLCPs are connected to reading. Here are some of them:
- Students can achieve high results when they are engaged in authentic, rich, mentor texts, which they can connect to. (Michelle)
- Use rich mentor texts. It seems that the basis for the TLCPs revolves around high quliaty, rich read-alouds and independent reading texts, and making connections to them. (Heather)
- Specific texts are chosen to meet the intended need and because the culminating assessment has already been created, teachers are very aware of what it takes to help their students meet with success. (Kristina)
- Student work, and collaborative assessment of student work, can help teachers compare and contrast different levels of learning and reading comprehension. (Taye)
- Making connections through the use of rich mentor texts by connecting knowledge to the human condition is a key idea to teaching an authentic TLCP. Teachers must teach a TLCP through the use of a big idea (social justice, equality) in order for the TLCP to support the critical literacy process. (Lillian)
- Part of critical literacy is to look behind statements at intentions. What’s in the text and what is missing from the text? Students are required to navigate through a sea of text to find the true meaning. (Sara)
- Teachers from multiple areas of teaching (Science, Math, History, Literacy, etc.) and divisions (cross-panel, Early years, Primary, Junior, Intermediate) can meet together in a Reading T-LCP as reading is so relevant in all aspects of education. (Belinda)
- We need to engage students in conversations around why texts were written, what is missing in a text, what voices are missing in texts. (Clare)
- Find books that illustrate a ‘big idea’ i.e. agent of change. Books that represent a diverse set of values, ethnicity and beliefs allow students the chance to identify with the texts they read. If the books are centered on big ideas then the students will make deeper connections. (Jill)
- Authentic and rich mentor text used to connect to the human condition enable students to make connections to their own lives and the greater world. It inspires them to become a person who actively engages in society by making a difference. (Lindsay)