Resources

=Resources to support your use of //Planting Seeds: Embedding Critical Literacy into your Classroom Programme//=

Please note: These resources are provided here to support educators to use critical literacy in their programmes. You may download the files and photocopy as needed for yourself and your students for educational use. You may wish to consult [|copyright] for more information. If you wish to publish, put these resources online or use them other than for the use described above please contact the author Susan Sandretto

The below resources are available to download from this page as pdf files.

Use this template to support your planning for critical literacy lessons. See the discussion in Chapter 4, and pages 69–74 in particular for unpacking of the template.
 * 1. Lesson plan template [[file:lesson_plan_template.pdf]]**

As noted in Chapter 4, these questions come from the Department of Education in Tasmania. You can adapt these questions to suit the text and the level of students you are working with.
 * 2. Critical literacy questions [[file:Critical literacy questions.pdf]]**

These are the questions from the Department of Education in Tasmania developed into cards. As discussed in Chapter 4, you can use these cards in a number of different ways to support your students to become text analysts.
 * 3. Critical literacy question cards [[file:Critical literacy question cards.pdf]]**

The critical literacy poster, introduced and discussed in Chapter 2, is a key resource. The teachers in the CLRT had it as an A3 poster on their wall to support student learning.
 * 4. Poster [[file:poster.pdf]]**

Chapter 5 discusses a number of assessment tools. You will use different tools at different times for different purposes. A number of tools follow to support your critical literacy pedagogy.
 * 5. Assessment Tools**

Use the feedback/lesson plan template to plan how you will integrate feed up, feedback and feed forward into your lesson.
 * A. Feedback/lesson plan template [[file:Feedback_lessonplan_template.pdf]]**

Use the peer assessment rubric when you want to support your students to learn to assess each other. You will need to do some explicit teaching to unpack the rubric with your students. You will also probably want to debrief afterwards with them to support further development and use of the peer assessment rubric.
 * B. Peer assessment rubric [[file:Peer assessment rubric.pdf]]**

Use the self-assessment tool to support your students to assess themselves as they develop as text analysts. It may serve as a useful pre-test/post-test to gauge their development.
 * C. Self-assessment tool [[file:Self-assessment_tool.pdf]]**

The critical literacy rubric coversheet and critical literacy rubric are provided to support you to assess your students’ development as text analysts. You can use in a pre-test/posttest design. As noted in Chapter 5, you may wish to audiotape your students’ responses the first time you use it as it can be difficult to categorise students “on the fly”. You may also wish to discuss your students’ results with an experienced colleague to enhance the trustworthiness of the results.
 * D. Critical literacy rubric coversheet and critical literacy rubric [[file:Critical literacy rubric coversheet and critical literacy rubric.pdf]]**

You can use the critical literacy learning story to develop a portrait of your students’ development as critical text analysts.
 * E. Critical literacy learning story [[file:Critical literacy learning story.pdf]]**

The critical literacy learning story: Student and/or parent comments allows for students and/or parents to contribute to the development of students’ development as text analysts by discussing what they have accomplished so far. As the teacher, you would use this story to inform “where to next”.
 * F. Critical literacy learning story: Student and parent**
 * comments**

As discussed in Chapter 8, the theme reflections provides an opportunity for you to reflect on the journey that you have taken as you have engaged with Planting seeds. You can use this alone or with a teacher study group.
 * G. Theme reflections [[file:Theme reflections.pdf]]**

In Chapter 8 we examined the value of constructing an audit trail of your critical literacy pedagogy and assessment as a long-term goal. You may wish to involve students and/or colleagues in constructing your audit trail to provide further opportunities for reflection.
 * H. Critical literacy audit tool [[file:Critical literacy audit tool.pdf]]**