Description: Trauma-Sensitive Literacy Instruction by Rachelle S. Savitz, Britnie Delinger Kane, Elizabeth Dutro Highlights how English Language Arts teachers can design and implement instruction that helps students see that they are supported. The book provides strategies for teaching literacy based on the authors extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive-sustaining pedagogies. FORMAT Paperback CONDITION Brand New Publisher Description It is vital for educators to be aware of how traumatic experiences affect todays students, yet few teachers learn the tools needed to successfully teach these students. This book highlights how English Language Arts teachers, who are typically not licensed or specifically trained to work with trauma issues, can design and implement instruction that helps students see that they are supported. Readers will find specific strategies for teaching literacy based on the authors extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive and sustaining pedagogies. The authors show how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. Trauma-Sensitive Literacy Instruction is for the many teachers who are unsure how to invite students and their traumas into classroom instruction and embed critical discussions and learning within their teaching practices and pedagogy. It will help ELA teachers navigate student trauma in a way that empowers both students and teachers.Book Features:Responds to research that consistently shows how schools are often places that marginalize—and sometimes traumatize or retraumatize—children.Offers specific information related to literature, writing, discussion, and inquiry activities focused on various traumatic experiences. Provides rationales and research, along with examples, teacher vignettes, and steps for incorporating relevant practices in classrooms (grades 6–12). Author Biography Rachelle S. Savitz is an associate professor in the Department of Literacy Studies, English Education and History Education in the College of Education at East Carolina University in Greenville, North Carolina. Britnie Delinger Kane is an associate professor of literacy education in the Zucker Family School of Education at The Citadel in Charleston, South Carolina, where she also serves as the department head. Table of Contents ContentsForeword ixAcknowledgments xiii1. Introduction 1What Is Trauma? 4Trauma in Schools 6How Does Trauma Influence Learning? 8How Can Schools Become More Supportive Places? 9The Purpose of This Book 11Who Are We and Why Are We Writing This Book? 132. Five Pillars of Trauma-Sensitive Literacy Instruction (TSLI): The Framework 14The Research Base for This Book 17Five Pillars of Trauma-Sensitive Literacy Instruction: A Framework 193. Curating Appropriate, High-Quality Literature in TSLI 34What Does Literature Have to Do With It? 35Curating Novels to Build Classroom Libraries 47Conclusion 584. Critical Dialogue and Discussion in TSLI 59Dialogic Teaching and Critical Literacy Practices 605. Using Writing in TSLI 76What About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma? 78Teaching Writing in Trauma-Sensitive Ways 79Conclusion 946. Critical Inquiry in TSLI 95Critical Inquiry as a Trauma-Sensitive Literacy Practice 96Guiding Principles for Designing Units of Trauma-Sensitive Critical Inquiry 98Conclusion 1087. Hot Moments—Teacher Self-Care 110Handling Hot Moments 111The Emotional Labor of Teaching, Compassion Fatigue, and Compassion Satisfaction 125Conclusion 134References 135Index 151About the Authors 161 Review "The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors…. They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."—CHOICE"(A)n approachable, actionable, and relevant reference for literacy instructors."—Teachers College Record Details ISBN0807768928 Author Elizabeth Dutro Publisher Teachers College Press Year 2023 ISBN-13 9780807768921 Format Paperback Publication Date 2023-07-28 Imprint Teachers College Press Subtitle Building Student Resilience in English-Language Arts Classrooms Place of Publication New York Country of Publication United States AU Release Date 2023-07-28 NZ Release Date 2023-07-28 US Release Date 2023-07-28 UK Release Date 2023-07-28 Pages 176 DEWEY 371.94 Audience Professional & Vocational Alternative 9780807768938 We've got this At The Nile, if you're looking for it, we've got it. 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