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.
Your last day with this class is here. You have one last time to share the moment when you gather for a read aloud. How will you honor the moment?
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
Día de los niños/Día de los libros (Children’s Day/Book Day) is an annual celebration of books and literacy that takes place each year on our near April 30. The American Library Association says:
Día is a nationally recognized initiative that emphasizes the importance of literacy for all children from all backgrounds. It is a daily commitment to linking children and their families to diverse books, languages and cultures.
What is bookjoy and how do you hope Día will cultivate it in young/early readers?
I coined the word bookjoy to convey the private and delicious pleasure of enjoying time with books. Little ones can thoroughly experience bookjoy long before they’re readers if the adults around them share excitement about books.
What impact is Día having on communities where it is celebrated?
Día strengthens communities because it brings diverse children and families together to celebrate all our children and to connect them to bookjoy. Día is a year-long commitment to share literacy creatively with culminating celebrations held in April on or near April 30th.
Do you feel that the recent push for more diversity in publishing (especially with the We Need Diverse Books community campaign) has sparked renewed interest in Día?
I hope so. We celebrate Dia’s 20th Anniversary April 2016. For years, I’ve written and spoken about the importance of a national book community, including publishers, authors, illustrators, and award committees, and reviewers that reflect the diversity of our children. Those of us in this community need to participate in creating a body of children’s literature that honors our plurality.
What would you say to a library or school that wants to celebrate Día but doesn’t have many resources at its disposal?
Those of us committed to Children’s Day, Book Day, in Spanish El día de los niños, El día de los libros are creating a tradition in the same way that Mother’s Day and Father’s Day are traditions in our country. Exciting: honoring all children and sharing bookjoy with them. Some April observances are small and some are big, but the important element is annually sharing this tradition. Literacy is essential in a democracy. Let’s celebrate kids and books!
What role does community play in the celebration of Día? How can individual readers support or celebrate Día?
Readers enjoy sharing an important value in our lives: books! We can ask our nearby or local schools and libraries if they celebrate Día and be prepared to explain what it is and why it’s important. We can volunteer to help or provide a donation. Many Día celebrations include book-giveaways and books as prizes. Schools and libraries welcome our support. When diverse groups of diverse ages join together for children, it energizes communities.
- 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
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.