We at LEE & LOW BOOKS believe that high-quality bilingual books help build a solid foundation to achieve literacy in any language while affirming and validating a child’s identity, culture, and home language. We are so excited and honored to share this one educator’s example of why books featuring characters like her students belong in her classroom and curriculum.
In this guest post, Sandra L. Osorio describes using books that captured her students’ bilingual and bicultural experiences. An elementary bilingual teacher for eight years, Osorio is now an assistant professor at Illinois State University. This article originally appeared in Rethinking Schools magazine, and is cross-posted here with permission. Article is also available in Spanish from Rethinking Schools.
Join Lee & Low Books and Anastasia Suen, Founder of the STEM Friday blog and award-winning children’s book author, for a dynamic discussion on how to teach STEM in your classroom starting this fall. Share My Lesson is hosting a Summer of Learning professional development series and Thursday, July 9 focuses on all things STEM. Continue reading
For parents of soon-to-be kindergartners and first graders, helping their children be prepared for the start of school can be exciting and daunting (and not just for students).
What can parents do over the summer to help their children maintain the growth they made this past year in preschool or kindergarten and be ready to tackle new topics and skills in the fall? Continue reading
- Gleam and Glow written by Eve Bunting, illustrated by Peter Sylvada
- Terrible Things: An Allegory of the Holocaust written by Eve Bunting, illustrated by Stephen Gammell
- Hiroshima No Pika written and illustrated by Toshi Maruki
- Fox written by Margaret Wild, illustrated by Ron Brooks
- The Harmonica written by Tony Johnston, illustrated by Ron Mazellan
- Peppe the Lamplighter written by Eliza Bartone, illustrated by Ted Lewin
- The Shark God written by Rafe Martin, illustrated by David Shannon
What do they all have in common? Continue reading
Emily Chiariello is a Teaching and Learning Specialist with Teaching Tolerance. She has 15 years’ experience as a classroom teacher, professional development and curriculum designer in public, charter and alternative school settings, as well as with non-profit organizations. She holds a master’s degree in philosophy and social policy and is certified in secondary social studies.
Here she discusses Teaching Tolerance’s new curriculum tool, “Project Appendix D,” that empowers educators to identify texts that both meet the demands of the Common Core Standards and reflect the world in which our students live. This blog post was originally posted at the Teaching Tolerance blog. Continue reading
National Adoption Day this November 22 and National Adoption Month this November afford a time to share experiences and reflect on families. Whether you have students who have been adopted or are part of a family considering adopting a child into your home, all children can benefit from learning about adoption. Children are very curious about each other’s families, quick to categorize into groups, and intent to define what makes a family, well, a family. Continue reading
I’ll admit it: I was looking for a Native American book by a Native American author to write about in light of Thanksgiving and National American Indian Heritage Month as many teachers do this time of year. Continue reading
In the fall of 2012 a news story emerged that astronomers had discovered a planet largely made out of diamond. Third grade at my school spent the first two quarters studying the solar system; therefore, this news was received with irrepressible glee in my classroom. Although the media nickname “Lucy” was lost on my students (as in the Beatles’ “Lucy in the Sky with Diamonds”), the wonderment and rejuvenated commitment to the content were obvious.
Seeing that scientists were still studying and discovering facts about our solar system and distant others was exciting to my students and made them feel like they were on the frontier learning alongside real astronomers. Pairing the news article with The Magic School Bus: Lost in the Solar System spurred very creative journal entries throughout the unit, including envisioned future discoveries of all sorts of substances for planets: kitten fur, gold, bubbles.
Incorporating current events and news stories into the classroom can engage students with a renewed sense of purpose and interest. Pairing a news article with a book on a similar topic or theme offers students greater context and a sense of relevancy for the content they are learning, and perhaps a jolt to the creeping apathy over a curriculum students had little input in selecting.
So, what does it look like to use paired texts in the classroom?
What happens if we don’t follow a recipe? Potentially, a disaster. Recipes require careful reading and we can literally taste the consequences of our failure to do so. In this way, a recipe is fantastic for small group instruction, such as guided reading, and for parent-child practice because it is grounded in real world applications and requires multiple re-readings to grasp the information.
For guided reading, there were only a dozen or so book sets that I used with my students because those available to me were dated in content (think: Pluto is still a planet) and image, worn out from being shared across the whole school, and unreliable in student engagement. On one of my monthly trips to a Friends of the Library book sale, where I often scrounged, hunted, and bargained, I discovered a milk crate full of the children’s literary magazine, Cricket. As these were used periodicals, they were available for free. I remember the award-winning magazine as a child myself and quickly discovered that the wide variety of high-quality texts would be perfect for guided reading, including the recipes and craft instructions.
Young readers can use recipes to analyze an author’s choices, such as the order of steps, choice of ingredients, and ingredient amounts. Recipes provide hands-on experience at home while building critical background schema and additional practice with a nonfiction text. Recipes are great for teaching close reading because they:
- naturally engage students with the content (yum!)
- create real-world connections for why we learn to read and the skill of close reading (look—even adults do it!)
This week we are tackling what parents can do once they hear those magical words, “Your child has a Lexile score of…” For strategies for teachers and booksellers on navigating leveling systems and building a community, check out here and here.
For parents who want to help your children find a book at their levels:
1. Ask teachers what leveling system they are using to assess your child’s reading growth.
- What does this system measure?
- What does a book at this level look like? Below-level book? Above-level book?
- What are examples of books and series that are on this level?
- Where can I find out more information about this leveling system and books measured using it?
2. Research books and this leveling system for yourself online. Publishers and the leveling systems themselves often have books leveled. Additionally, there are many booklists already out there. Remember, your child isn’t the only one to ever have achieved a Lexile level 620. Someone has made a list before you.