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Revolving Literacy
How to Connect Relevance and Future-Ready Skills to Secondary English Instruction
This book provides a step-by-step process for English educators to design future-ready literacy experiences in secondary English classrooms. Grades 6–12 teachers will find practical steps and resources, including reflection questions and tools, to aid curriculum development and reflection.
Benefits
- Implement a process that promotes growth of curriculum to meet future challenges
- Prioritize student engagement and relevance in curriculum design and lesson planning
- Encourage student agency through options in what students choose to read and learn
- Cultivate prized qualities, such as innovation, to enhance students’ future professional profiles
TABLE OF CONTENTS
Chapter 1: Newfound Literacies in Future-Ready Skills
Chapter 2: Tools for Designing New Visions and New Priorities
Chapter 3: How to Plan Lessons Using the Revolving Literacy Lesson Structure
Chapter 4: Teaching Writers in the Revolving Literacy Classroom
Chapter 5: Teaching Researchers in the Revolving Literacy Classroom
Chapter 6: Teaching Readers in the Revolving Literacy Classroom
PRINTABLE REPRODUCIBLES
Chapter 1: Newfound Literacies in Future-Ready Skills
- Stop and Think, p. 19
- Stop and Think, p. 23
- Stop and Think, p. 25
- Skills on the Rise for Workers From 2023 to 2027: What They Mean
Chapter 2: Tools for Designing New Visions and New Priorities
- Stop and Think, p. 30
- Stop and Think, p. 35
- Figure 2.3: A Vision for a Revolving Literacy Unit
- Stop and Think, p. 41
- Figure 2.6: Reflection Space for an Identity Audit
- Stop and Think, pp. 52–53
- Student Identity Question Protocol
- Identity Audit
- Me Map
- Future-Ready Skill Student Reflection
- New Visions and New Priorities: Getting Started With the Revolving Literacy Framework
Chapter 3: How to Plan Lessons Using the Revolving Literacy Lesson Structure
Chapter 4: Teaching Writers in the Revolving Literacy Classroom
- Stop and Think, pp. 94–95
- Stop and Think, p. 95
- Stop and Think, pp. 97–98
- Figure 4.4: Questions and Considerations About Artificial Intelligence
- Stop and Think, pp. 109–110
- Figure 4.7: Revolving Literacy Writing Opportunities Planning Tool
- Explanations of Each Stage of the Revolving Literacy Writing Process
- The Connection Between Stages of the Writing Process and Future-Ready Skills
- Revolving Literacy Writing Articulation Planning Tool for Grades 7–12
- Revolving Literacy Writing Articulation Planning Tool for Grades 7–9
- Revolving Literacy Writing Articulation Planning Tool for Grades 9–12
Chapter 5: Teaching Researchers in the Revolving Literacy Classroom
- Stop and Think, pp. 130–131
- Stop and Think, pp. 138–139
- Stop and Think, pp. 145–146
- Stop and Think, p. 150
- Figure 5.3: Research Unit Vertical Alignment Discussion Questions
- Stop and Think, pp. 160–161
- Explanations of Each Stage of the Research Process
- Summarize to Understand
- Evaluating Sources to Make Meaning
- Synthesize to Share
- The Connection Between Literacy Development Components and the Research Process Checklist
- Revolving Literacy Research Articulation Planning Tool for Grades 7–12
- Revolving Literacy Research Articulation Planning Tool for Grades 7–9
- Revolving Literacy Research Articulation Planning Tool for Grades 9–12
Chapter 6: Teaching Readers in the Revolving Literacy Classroom
- Stop and Think, p. 192
- Stop and Think, p. 193
- Figure 6.3: Book-Tasting Menu
- Stop and Think, pp. 207–208
- Stop and Think, p. 210
- Stop and Think, p. 211
- Figure 6.8: Why Do We Read Protocol
- Figure 6.9: Read, Think, Wonder Protocol
- Figure 6.10: What Is Most Important Chunking Text Protocol
- Stop and Think, p. 225
- Middle Grade and Young Adult Book List
- Discussion of the Week
- Reading Response Tool: Why Do We Read? Protocol
- Read, Think, Wonder
SUGGESTED RESOURCES
BOOKS
- Radice, L. (2023). Leading a culture of reading: How to ignite and sustain a love of literacy in your school community. Bloomington, IN: Solution Tree Press.
WEBSITES
Chapter 2
Chapter 4
Chapter 6
