Abstract
This project is an effort to balance the tension between a transmission style "banking" system of teaching and more student centered methodologies with a particular focus on the development of reading comprehension strategies. It is an effort to place learning before teaching. It is an attempt to create a powerful learning space between student and teacher in which the experience, knowledge, and view of the world of both teacher and student meet and new concepts are constructed. It is a nod to Freire (2000, 2005). It is a celebration of Vygotsky (1978, 1986) and the sociolculturalist tradition. It is recognition that the development of meaningful concepts is not achieved on a linear plane, especially when considering language acquisition. It is an acknowledgement that powerful learning is attained in the complex orchestration of a wide array of psychological tools introduced, developed, and practiced within meaningful activities in collaborative groups. The activities and strategies detailed in this booklet represent meaningful contexts. The activities are primarily targeted toward the English language learner population and struggling readers. They are designed to: (a) build a safe learning community in which home culture and individuals are respected and validated, (b) to explore technology in the presentation and publishing of PowerPoint books for the home family, (c) to develop and encourage metacognitive reading comprehension strategies using multi-strategy transactional reading strategy groups, (d) to present reading comprehension strategies that can be selected and used in collaborative reading groups modeled in Transactional Strategy Instruction models, and (e) to promote collaboration and problem solving in developing a "Readers Theater" video production for presentation to the class and community.