To celebrate summer, we are pairing Lee & Low titles to your favorite summer destinations with fun activities! Our motto this summer: Love Books + Keep Cool + Learn Something New
June is finally here, summer is (almost) here, and that means that the 2017 Diverse Summer Reading List PreK-8 from LEE & LOW is here!
This list is not only an excellent tool to help you include diverse books in your summer suggested reading lists, but a way to begin diversifying the books available to students in your classroom libraries. It is important to remember that diverse books are not only for diverse readers. Reading books featuring diverse characters and communities mirror experiences in their own lives, allowing children to see themselves reflected in the stories they love, but they also provide windows into other life experiences to understand and be more accepting of the world around them. Continue reading
Since 1965, The Parent Child-Home Program (PCHP) has been providing under-resourced families the necessary skills and tools to help their children thrive in school and life. PCHP’s nationwide network of program sites works with low-income families to ensure that they have the knowledge, skills, and resources to achieve their greatest potential in school and in life.
Today, we are excited to have Sarah Walzer, CEO of The Parent-Child Home Program. 2015 marked 50 years of service for the PCHP. Continue reading
Out this September from the Children’s Book Press imprint of LEE & LOW, Maya’s Blanket/La manta de Maya puts a child-focused Latino spin on the traditional Yiddish folk song “Hob Ikh Mir a Mantl” (“I Had a Little Coat”) about a piece of fabric that is made into smaller and smaller items. We interviewed author Monica Brown about how she’s been inspired by the book.
1. What inspired you to write a children’s book based on the Yiddish folk song “Hob Ikh Mira Mantl”?
I’ve always loved the idea song, which is as much about creativity as it is about recycling and creating something from nothing. The song has inspired several books, in fact, and still inspires me. I often draw on my cultural heritage for inspiration, and Maya’s Blanket/La manta de Maya is no exception, paying homage to different aspects of my Jewish and Latina identity. It celebrates the two languages I speak, side by side on the page, along with a history of multigenerational storytelling passed down from both sides of my family. Continue reading
Every time we visit the dentist, the hygienist asks how often we floss. We all know the correct and only answer is “every day.” We squirm under the light as we try to come up with an answer that gets us as close to saying “every day.” We leave feeling guilty and promise this is the year to change only to find ourselves in the same spot six months later.
This uncomfortable, familiar exchange reminds me of a lot of the conversations with parents about home reading habits at parent-teacher conferences. After each assessment cycle throughout the year, I would ask parents how reading was going on at home (outside of daily homework). Continue reading
Today we are featuring one of First Book’s celebrity blog series. Each month First Book connects with influential voices who share a belief in the power of literacy, and who have worked with First Book to curate a unique collection that inspires a love of reading and learning. All recommended books are available at deeply discounted prices on the First Book Marketplace to educators and programs serving children in need. Peggy McLeod, Ed. D. the Deputy Vice President of Education and Workforce Development at the National Council of La Raza (NCLR), writes on engaging Latino families and children in reading and learning.
Any student who has parents that understand the journey from preschool to college is better equipped to navigate the road to long-term student success. While parent engagement is critical to increasing educational attainment for all children, engaging Latino parents in their children’s schooling has typically been challenging – often for linguistic and cultural reasons.
Jennifer Brunk has been teaching Spanish and English learners from preschool to university level for over 20 years. She resides in Wisconsin where she raised her three children speaking Spanish and English. Jennifer blogs about resources for teaching Spanish to children on Spanish Playground. The following post is reprinted with permission from her original post at Spanish Playground.
Research has shown that reading to children helps them learn vocabulary and improves listening comprehension skills. As a parent or teacher, you are probably convinced of the value of reading to your child in Spanish, but how should you do it to promote language development?
Jill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, 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.
“Parents are both the most important adults in a young child’s life and the biggest contributors to their future success. But some parents find it difficult to provide adequate care because of the stresses of poverty and other barriers,” says the latest report from The Annie E. Casey Foundation.
Released November 4, “The First Eight Years: Giving Kids a Foundation for Lifetime Success” asserts how strategic interventions and support systems at the statewide and national level can protect, restore, and prevent students, particularly low-income students, from fragile foundations in health and education. Michael Alison Chandler of the Washington Post offers an informative summary.
This report is a powerful reminder of how important our work is and what is at stake. It details the challenges children confront in low-income households and how their environments and experiences have long-term consequences.
We must engage our students’ families as literacy allies. According to the National Center for Families Learning, children spend 7,800 hours out of school each year compared to 900 hours in school. “The family unit—no matter the composition—is the one constant across the educational spectrum.”
Jill Eisenberg is our Resident Literacy Expert. Jill 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.
Last week, I spoke about my experience teaching in a school where nearly 85% of my students were English Language Learners and English was not the primary language spoken at home. 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. Over the next few posts, we will model how bilingual and dual language books are being used in classrooms to foster deep, critical thinking and a love of reading.
Today we’re excited to introduce Jill Eisenberg, our new Resident Literacy Expert! Jill 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.
When I taught third grade literacy in San Jose, CA, nearly 85% of my students were English Language Learners and English was not the primary language spoken at home, if at all. The school day was the main source of English exposure and I, like many other teachers in similar communities, felt it was up to my colleagues and me to pack as much English instruction into the school day to make up for the time away from English at home. Many classrooms across the U.S. face similar demographics and teachers know how critical it is to create an English language-rich environment in order to maximize student interaction and practice with the language.