Resident Literacy Expert Jill Eisenberg began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.
Note: This lesson can be done with other books, but dual language/bilingual books offer a unique opportunity to engage non-English speaking parents in the classroom and provide a way to continue rigorous discussions with their children at home regardless of English in the home. Bilingual books additionally underscore the diversity of our classroom communities and equalize parents as teachers in students’ minds.
Using a bilingual book with a Spanish-speaking parent in the classroom is a strategy I learned teaching in San Jose, CA as a part of a parent engagement program called “Los Dichos de la Casa” by Silicon Valley YMCA. Whether your classroom has only a few English Language Learners (ELLs) or a majority, bilingual and dual language books can encourage close reading of a text and increase accessibility of the text to ELLs.
In this series, I’ve modeled how bilingual and dual language books are being used in classrooms to foster deep, critical thinking and a love of reading. Last week I looked at first and second grade, and this week I take a look at third and fourth grade:
Exemplar text: Grandma and Me at the Flea/ Los Meros Meros Remateros by Juan Felipe Herrera
Can’t decide on a theme for your birthday party? No problem—just put them all together! At least, that’s Marisol McDonald’s philosophy. Get ready for a princess-unicorn-soccer themed party like you’ve never seen before in Marisol McDonald and the Clash Bash/Marisol McDonald y la fiesta sin igual, coming this September.
Our recent grant from First Book prompted us to ask our authors to reflect on why diverse books are important. Guest blogger, author/poet Pat Mora, talks about witnessing the special connection Spanish-speaking children make with books that include their culture and language.
“Once upon a time . . .” A magic phrase that can change our breathing. As far as we know, humans are the world’s story-telling creatures. Let’s think about the unique period in the lives of children when they begin to savor that phrase, when in fresh ways little ones are experiencing their surroundings and deciding where they fit.
For many youngsters, media is their main source of information and entertainment. Children lucky enough to become readers discover that they can read those once-upon-a-time words to themselves—and others. They discover the pleasure and power of words. Since words and books are powerful, how can we doubt that the images of children, families, and cultures in their books have a subtle and significant impact on young readers and their families? Who merits having their stories shared and who doesn’t? How does it feel not to see people like you between the covers of beautiful books? Are all our books created and valued equally?
Many of you were fans of Children’s Book Press (CBP), an award-winning multicultural children’s publisher, long before it was acquired last year by Lee & Low Books. If you’ve been wondering which of your favorite titles have made it back to print under our new CBP imprint, I present you with our shiny new 2013 Children’s Book Press catalog: