Calling all ELL and dual language educators! Join us for a FREE webinar next week launching our Más Piñata line of leveled readers and exploring the benefits of dual language leveled reading.
Más Piñata was the first authentic early literacy program for Spanish-speaking students in the United States. Now Más Piñata is available for the first time in both English and Spanish as part of our beloved Bebop Books imprint, with updated texts aligned to current educational standards.
In this discussion and presentation, learn how to use these dual language Spanish-English texts to promote early literacy skills in the classroom. Attendees will come away with ready-to-implement strategies for guided reading and shared reading, bilingual and dual language programs, and reluctant or struggling readers. All advocates of students welcome! Continue reading
Bebop Books is an exclusive imprint of LEE & LOW BOOKS that offers leveled books for guided reading and assessment in the classroom—all with the same commitment to diversity and cultural authenticity that sets all LEE & LOW books apart. In this blog post, we want to spotlight this special imprint and all it offers.
In 2014, children of color became the new majority in America’s public schools, so now more than ever, it’s important that classroom books and materials reflect today’s students. Our Bebop Books resources are used in classrooms across the country to support literacy learning content for beginning readers, with multicultural content that affirms identity for all students. Continue reading
Guest blogger Katie Cunningham is an Assistant Professor at Manhattanville College. Her teaching and scholarship centers around children’s literature, critical literacy, and supporting teachers to make their classrooms joyful and purposeful. Katie has presented at numerous national conferences and is the editor of The Language and Literacy Spectrum, New York Reading Association’s literacy journal.
“Guess What?. . . I Can Read This Book All By Myself!” These are exciting words for any teacher or parent to hear. When we hear them we know the child in front of us sees himself or herself as a reader, often for the first time. Right now, teachers across the country are wrapping up their first round of reading assessments, using the information to make choices about small instructional groups, and determining teaching points to support all of their students as growing readers.
But what assessment measures do we have that gather information on who sees themselves as readers? Are we listening closely enough for those words? When we hear them what do we do? More importantly, when we don’t hear them, what can we do?