Class Activity - Family Tree

Article Overview + major themes

Four Resource Model

Pedagogical Strategies

Field Observations

Video

Conclusion
Understand the significance
of CRT

Strategies you can use in your

classroom to incorporate CRT

How to be critical of CRT

How CRT can be intertwined

in other literacy topics
1. Fill out the family tree on the flip side
of the handout

2. Take in any feeling about the

assignment

3. How your future students may feel

about this assignment
"integrates a student's background
knowledge and prior experiences
into the curriculum and the teaching
and learning experiences that take
place in the classroom"

Root word: culture

“ CRT is complex, fluid and constantly

evolves as a theory and a
pedagogical approach.”
SUPPORTS PLACED TO SUPPORT THE NEEDS
OF DIVERSE LEARNERS

CRT can be used to

support the
growing needs of
diverse learners
within the
continuously
evolving classroom
 CULTURE IS A EQUITY AND RELEVANCE TO
RESOURCE FOR INCLUSIVE THE STUDENTS'
LEARNING EDUCATION LIFE

TWO WAY BRIDGING THE

LEARNING AND GAP OF SCHOOL
TEACHING AND HOME
▪ Communicate high expectations
▪ Use active teaching methods
▪ Facilitate learning
▪ Have positive perspectives on parents and families
▪ Demonstrate cultural sensitivity
▪ Reshape the curriculum
▪ Provide culturally mediated instruction
▪ Promote student controlled classroom discourse
▪ Include small group instruction and cooperative
learning
1. The texts used to support
curriculum, can influence a
student's participation

2. Educators must accommodate for

the ways that these texts may
marginalize, or disempower some
students

3. Become responsive to our

students' culture and any
unanticipated situations that arise
▪ Two way teaching
▪ “is where two cultures meet in the classroom, school and
community”
▪ 8 Aboriginal ways of learning
▪ “different cultures may reveal different patterns in how they go
about imparting information”
▪ Pocket book approach
▪ “...enabled the students to bring their own culturally generated
ways of knowing to their literacy experiences”
 More locally developed, culturally based literacy
curricula can reconnect Native Hawaiian students to their
rich cultural and literacy heritage and increase
educational success

 Examples: Meanings of names & using cultural consultants

work with teachers

 CRT to preserve cultures

 Invites students and teachers to challenge the status quo

in terms of whose knowledge is valued
 Culturally
Responsive
Classroom
Community

Culturally
Responsive Print Family
Rich Engagement
Environments Five Frameworks of
Culturally Responsive
Teaching

Critical Literacy
Multicultural Within a Social
literature Justice
Framework
FOUR RESOURCE MODEL IN REGARDS TO
CRT The students interpret The students are invited to
the text when they read use their funds of
multicultural books, or knowledge to make
while looking at sense of the text.
images in picture
books.

Code Meaning
User Maker

Text User
The students discover
that the text used in
class, can be related
back to their lives.
Text
Analyzer
The students discover that
they are not always
represented in the text,
therefore, they should be
mindful of multiple different
sources of text.
▪ Greeting in different languages/ potting
students
▪ Japanese math worksheets with Japanese
discussions
▪ Homework about their background (ie.
family, culture, religion, past
experiences with writing, languages,
interests...) at the beginning of the
semester
▪ Raz Kids - “I moved to a new city”
Literacy and Identity

Family and Community Literacy

Digital Literacy

Disciplinary Literacy

Multimodal Literacy

Popular Culture and Literacy

Linguistic Diversity and Literacy

Reading and Writing

Algozzine, R., O’Shea, D. J., & Obiakor, F. E. (2009). Culturally responsive literacy instruction. Culturally
Responsive Literacy Instruction. Denver, Colorado. Retrieved from
http://www.niusileadscape.org/docs/FINAL_PRODUCTS/NCCRESt/practitioner_briefs/%95
TEMPLATE/DRAFTS/AUTHOR revisions/annablis pracbrief
templates/Literacy_Brief_highres.pdfracy_Brief_highres.pdf
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2017). Culturally responsive
literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248.
http://doi.org/10.1007/s10643-017-0839-9
CreatlyBlog, (2018). Blank Family Tree [digital image].
Retrieved from https://creately.com/blog/examples/family-tree-templates-creately/
Godinho, S., Woolley, M., Webb, J., & Winkel, K. (2014) Regenerating Indigenous literacy resourcefulness: A
middle school intervention. Literacy Learning: The Middle Years, 22(1) 7-15.
Kesler, T. (2011). Teachers’ texts in culturally responsive teaching. Language Arts, 88(6), 419-428.
Wurdeman-Thurston, K., & Kaomea, J. (2015). Fostering culturally relevant literacy instruction. Language Arts,
92(6), 424-435. http://www.ncte.org.ezproxy.lib.ucalgary.ca/library/NCTEFiles/Resources/Journals/LA/0926-
jul2015/LA0926Fostering.pdf