About

So here’s the official bio:

Vicki Vinton is a writer and literacy consultant who works in the New York City public schools and other districts around the country. Along with co-author Mary Ehrenworth of the Teachers College Reading and Writing Project, she wrote The Power of Grammar: Unconventional Approaches to the Conventions of Language (Heinemann 2005), and under her full name, Victoria Vinton, she’s the author of The Jungle Law (MacAdam/Cage 2005), which People magazine called “a lyrical and elegant first novel.” Her most recent book, What Readers Really Do: Teaching the Process of Meaning Making, co-authored with Dorothy Barnhouse,  was published by Heinemann in 2012.

In addition to her classroom work, Vicki has presented at numerous conferences and conventions, including the annual National Council of Teachers of English (NCTE) convention, and she’s given workshops at institutes across the country. She has also taught writing and the teaching of writing at Queens College/CUNY and the Steinhardt School of Culture, Education and Human Development at New York University. Additionally, as a practicing and award-winning writer, she brings a passion for language and literature to every setting she works in.

To work with Vicki, email her at vvinton@nyc.rr.com.

7 thoughts on “About

  1. Pingback: Rereading | Reading with Mrs. Bast

    • It’s a horrible place to be, isn’t it? I do think, though, that there are small things you can do that may even help your administration see the limits of the program. When asking the questions that come with the script, you can always ask students to explain their thinking as a follow-up, which will give you a window into how their minds work, and you can ask if anyone else thought something different and why. This can shift the emphasis away from answers to thinking in a way that might actually be transferable to a different text, and it more visibly puts kids in role of problem solvers rather than answer seekers, which again shifts the focus from texts to readers. It will also reveal where thinking and understanding breaks down–and having kids ‘know’ the right answer in one text won’t necessarily help them find it in another text. Formatively assessing that might allow you to make a case for some small group instruction in which you give kids more room to talk and construct their understanding of a text, without all the scripted prompting. And that kind of work might help students build a stronger sense of agency as readers, which the programs don’t address. But . . . good luck! And may everyone come to their senses soon by remembering that we actually teach children, not standards.

  2. Thank you! I will try to expand the prescribed program into what I find the students need. I look forward to (and depend upon) reading your ideas as the new school year starts.

  3. Pingback: Spread Some January Sunshine | soul strikers: powerful moments in education

  4. Pingback: Rereading Books | Reading with Mrs. Bast

  5. Pingback: Creating Possible Worlds…a new book from Opal School | Cadwell Collaborative

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