In this article, Lisa White, Ph.D., Researcher at the American Institutes for Research, discusses how to support dual language learners in the classroom using the research-based early childhood curriculum Cultivating Oral Language and Literacy Talents in Students (COLLTS).
In this blog post, Lee & Low summer interns Dylan and Kiana Low discuss the power of natural hair and what is important to consider when parents and educators use books like Magic Like That to teach about the versatility of natural hair and Black hairstyles.
Throughout history, afro-textured hair has been a source of pride, culture, and even survival.Continue reading
In this article, Lauren Artzi, Rebecca Bergey, and Patricia Garcia-Arena explore ways in which educators can use the COLLTS (Cultivating Oral Language and Literacy Talent in Students) program to promote successful reading and writing skills in young learners, including dual language learners (DLLs).
In this blog post, Lee & Low intern Dylan Low reflects on her own experiences to highlight the importance of social and emotional learning/health for students in the time of the COVID-19 pandemic.Continue reading
Written by Patricia Garcia-Arena, Ph.D., Principal Researcher at the American Institutes for Research, this blog post explores the need for dual language learners (DLLs) to be exposed to DLL-teaching strategies early on in childhood to promote their learning. Read on to learn how the COLLTS (Cultivating Oral Language and Literacy Talents in Students) program from the American Institutes for Research can do just that.
According to the Migration Policy Institute, more than 11.2 million young children, or 33 percent of all U.S. children under the age of 9, are dual language learners (DLLs).
In this blog post by Kiana Low, our Lee & Low summer intern, she shares the need for educators to create space for more diverse, contemporary books and voices to balance the “classics.”
The classics. If you attended high school in the United States, your mind may immediately go to Shakespeare, Jane Eyre, or maybe even Nathaniel Hawthorne, whose The Scarlet Letter has been a Puritan warning against female sexuality for nearly two centuries. These are the old guard of high school English classics—literature included in reading lists for generations. There are also “modern classics”—you may think of J.D. Salinger, Harper Lee, and John Steinbeck.
In this guest post, Paul Bambrick-Santoyo and Stephen Chiger, co-authors of Love and Literacy: A Practical Guide for Grades 5-12 to Finding the Magic in Literature, share different ways that high school educators can approach text selection and build inclusive curricula.
Here’s a thought experiment: Consider the two high school book lists below. Which one would you prefer for a child you love?
All of the texts above are powerful, and all could make for fruitful study. But readers of this blog won’t likely need to be convinced of the advantages of list 2. A great curriculum makes space for more than one voice; it invites students to see themselves and each other through new eyes.
Why, then, do so many middle and high schools still look more like reading list 1?
Today is the release day for Boy, Everywhere by debut author A. M. Dassu! In this powerful middle-grade debut, Sami and his family embark on a harrowing journey to save themselves from the Syrian civil war.
Watch author A. M. Dassu talk about why she wrote Boy, Everywhere. And read on to learn more about what moved Dassu to write this story, her experience and work with refugees, and the feedback she’s received from Syrian readers.