The month of February is a time when many communities pause and celebrate the great contributions made by African Americans in history. At Lee & Low we like to not only highlight African Americans who have made a difference, but also explore the diverse experiences of black culture throughout history, from the struggle for freedom in the South and the fight for civil rights to the lively rhythms of New Orleans jazz and the cultural explosion of the Harlem Renaissance.
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
I’ll be the first to admit it: I didn’t pay much attention to math. I specialized in literacy and focused on reading, speaking, listening, writing, social studies, and science instruction. Math? My third graders went down the hall each day to the “math classroom.” My co-teacher and I collaborated over best teaching practices, family relationships, and classroom management, but I didn’t spend time delving into the third-grade mathematics standards.
It wasn’t until I entered into our first parent-teachers-student conferences in September that I realized I couldn’t afford to compartmentalize my students’ learning.
In those conferences, we had students who loved math and had excelled in math every year leading up, but were now struggling to advance. They seemed to have hit an invisible wall. What happened? 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
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.
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!)