A step-by-step guide to developing equitable literacy instruction
by adapting curriculum to support diverse learners. Â In
Teaching with Literacy Programs, Patricia A. Edwards, Kristen L.
White, Laura J. Hopkins, and Ann M. Castle present a model that
allows educators to address educational inequity through the
critical and adaptive use of existing literacy curriculum
materials. In this accessible work, they advise educators on ways
to combine common classroom materials, such as basal readers and
core reading programs, with instructional practices that provide
high-quality, responsive instruction to all students.Â
Edwards, White, Hopkins, and Castle credit literacy instruction as
a core part of overall educational equity, and they recognize the
crucial role that educators play in translating materials into
instruction that benefits all learners. Here they offer teacher
education in support of this essential role, deftly guiding
educators through a four-part development process, CARE, an acronym
for cultivating critical consciousness, analyzing materials,
reconstructing curricula, and evaluating instruction reflectively
to advance equity. Built upon culturally relevant, sustaining, and
antiracist pedagogy, CARE enables teachers to provide literacy
instruction that meets the range of needs and performance levels in
classrooms, supporting students in attaining academic achievement,
cultural competence, and critical consciousness. The
approach outlined in this work, which can be put into immediate
practice, helps educators to provide literacy instruction that
builds on students' multiple literacies and reduces educational
inequity.
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