Flooding the Visuals: VTS, LRAs & Book Floods to Engage our Students in the Return to Scripted Curricular Mandates

• In Event: Navigating Mandates in Literacy Learning

Abstract

As scripted curricula flatten literacy nationwide, educators must go beyond the script to meet the needs of diverse learners. This study engaged in reflective inquiry (Lyons, 2009) and critical content analysis (Beach et al, 2009) to examine the value of visual-based strategies and instruction alongside scripted curricula. Findings suggest that Visual Thinking Strategies and Layered Read Alouds, when grounded in social justice and critical literacies, expand engagement in mandated curricula.

Author

• Reka C. Barton, University of Maryland, College Park