The need for<br />Culturally Responsive <br />teaching:<br />“… culturally responsive teaching is going<br /> to where the students are culturally and linguistically for the aim of bringing them where they need to be academically. It is a process for validating and affirming the indigenous cultures and languages of the students for the purposes of building and bridging them to academic success. Culturally responsive teaching is therefore meant for all students, not just African American students.<br />The Center for Culturally Responsive Teaching and Learning<br />www.culturallyresponsive.org /resources<br />
Mem Fox<br />“Everything we read, from sexist <br /> advertisements and women’s magazines to <br /> romance novels and children’s books, <br />constructs us, makes us who we are, by <br />presenting our image of ourselves as girls and <br />women, as boys and men.<br />We who write children’s books, and we who<br />teach through literature, need to be sure we<br />are opening doors to full human potential,<br />not closing them.”<br />
"One of the major goals of my work and my life … is to help foster understanding and respect for each other—whatever our nation, race, or gender—and for all life upon this Earth."<br />Joseph Bruchac<br />
Five Phase Approach to Multicultural Literature(Norton, 2005)<br />Phase One: Traditional Literature<br />Identify distinctions among folktales, myths and legends.<br /> Identify ancient stories that have common features and that are found in many regions.<br /> Identify types of stories that dominate a subject.<br /> Summarize the nature of oral language, the role of traditional literature, the role of an audience and the literary style.<br />
Phase Two: Traditional Tales from One Area<br />Analyze traditional myths and other story types and compare findings with those in Phase One.<br />Analyze and identify values, beliefs and themes in the traditional tales of the region.<br />
Phase Three: Historical Nonfiction<br />Analyze nonfiction for the values, beliefs and themes identified in traditional literature.<br />Compare adult autobiographies and children’s biographies. (if possible)<br />Compare information in historical <br /> documents with autobiographies and biographies.<br />
Phase Four: Historical Fiction<br />Evaluate historical fiction according to the authenticity of the conflicts, characterizations, settings, themes, language, and traditional beliefs. <br />Search for the role traditional literature plays in historical fiction.<br />Compare historical fiction with autobiographies, biographies, and historical information.<br />
Phase Five: Contemporary Literature<br />Analyze the inclusion of any beliefs and <br /> values identified in traditional literature and nontraditional literature.<br />Analyze contemporary characterization and conflicts.<br />Analyze the themes and look for threads that cross the literature.<br />
From Against Borders<br /> Hazel Rochman<br /> “The best books break down borders.<br />They surprise us - whether they are set close <br /> to home or abroad.<br />They change our view of ourselves.<br />They extend that phrase “like me” to include what<br /> we thought was foreign and strange.”<br />
Hazel Rochman …<br />“ … people don’t come to<br />Americablank. <br />Their memories and stories and<br />poetry stay with them and enrich<br />us all, even as new experiences<br />change them, and they change<br />us.”<br />
http://www.ncte.org/action/aari/packetinfo<br />Hosting a Read-In can be as simple as bringing together friends to share a book, or as elaborate as arranging public readings and media presentations that feature professional African American writers.<br />To be counted as participants, simply:<br />~ Select books authored by African Americans; <br />~ Hold your event during the month of February; <br />~ Report your results by submitting the 2011 African American Read-In Report Card.<br />
International Children’s Book Day<br /> April 2<br />Hans Christian Andersen’s birthday<br /> Sponsored by IBBY<br /> International Board on Books for Young People<br />England’s<br />David Almond<br />Hans Christian Andersen Award<br />Highest international recognition given to an author and an illustrator of children’s books<br />
UNESCO<br />Each year, September 8th marks the celebration of literacy and learning internationally. International Literacy Day (ILD)was proclaimed by UNESCO (United Nations Educational, Scientific and Cultural Organization) on November 17, 1965 and was first celebrated in 1966<br />.Literacy is more than reading and writing– it is about how we communicate as a society. It is about social practices and relations, about knowledge, language and culture. (United Nations)<br />
The Power of Women's Literacy was the theme chosen for ILD 2010.<br />ABC News<br />
Ralph Waldo Emerson:<br />“Thought is the blossom, language is the bud, action is the fruit behind it.”<br /> 3 Stage Transformative <br /> Teaching/Learning Model<br />Stage 1: Information<br /> Teacher delivers information = THE BOOK<br />Stage 2: Integration<br /> Teacher and students interact to create relevancy = EXPERIENCE<br />Stage 3: Transformation<br /> Teacher and students interact to create solutions to identified <br /> local or global needs = ACTION<br />
“The goal for students at any grade level is to naturally move through a world that recognizes, celebrates and respects people and culture from all over the world. Make sure that each one of your students can find themselves in the pages of a book in your classroom library.<br />Eventually the goal is one of not talking about global literature, or<br />inserting it into the curriculum. The goal is to fully live in a global society. Using quality global literature is a starting point for both learning and living.”<br />Marian J. McKenna<br />“Breaking Boundaries with Global Literature”<br />
Books for extended <br />service learning<br />opportunities<br />
Partnered with Charlesbridge<br /> Publishers<br />The development of each Global Fund for Children book is influenced by three guiding principles: <br /> • to present positive images and stories of children; • to promote cultural diversity; and • to foster global citizenship. <br />http://www.globalfundforchildren.org/index.php/Our-Work/Children-s-Books.html<br />
Extension ideas:<br />• Write a letter to a soldier <br />describing the students’ interests and <br />hobbies, asking questions about the <br />soldier’s life while stationed overseas.<br />Exchange class photo and/or artwork. <br /><ul><li> Use Google Earth to locate the region where the soldier is stationed. </li></ul>• Students collect items to create a care package to send to a soldier(s).<br /> • Have someone from the armed forces visit classroom in person or by using technology (Skype).<br />
http://www.amblyopiakids.com/2010/08/book-review-pirate-of-kindergarten.html<br />The Amblyopia Kids website and blog. Dedicated to creating awareness about Amblyopia (Lazy Eye) in children. Eye Patch Reviews, Amblyopia information, Amblyopia Stories. <br />Parent Resources & Fun activities for kids. Get help with Amblyopia here. <br />Uniting children and parents through Amblyopia Adventures.<br />
Middle Grade Schneider Winner<br />Jordan Sonnenblick<br />Note: Sequel to the Sonnenblick’s 2006<br />YA novel:<br />Drums, Girls and Dangerous Pie.<br />Tells the story of Jeffrey’s older brother,<br />Whose own 8th grade year will always be<br />remembered as the year his little<br />brother got cancer.<br />
they spread their damp<br />umbrella topsand loose their sporeswith silent pops.<br />
Jorge Lujan<br />In a project on the Internet, he and children throughout Mexico and Argentina collaborated on the “stories” that make up the poetry in this book. <br />The combination of the kids’ naturally poetic language and Luján’s skills makes for revealing, funny and often moving little poems.<br />
My bunny understands me.<br />When I’m sad she can tell right away.<br />And though she walks on four feet<br /> and she likes to bite,<br />She’s nicer than the nicest people.<br />
Winter Home<br />We build our beds<br />inside this barn,<br />with shreds of cloth,<br />old rags, twine. A room<br />where we can winter-dine<br />to chime of ice, by windows full<br />of snowflake art. With dreams of crumb,<br />cracker, tart, inside this old<br />wind-whistling place, this cold<br />and tiny mousekin space,<br />we cuddle to chase<br />the chill away,<br />imagining an April day.<br />--Rebecca Kai Dotlich<br />
Parece que tem um bloqueador de anúncios ativo. Ao listar o SlideShare no seu bloqueador de anúncios, está a apoiar a nossa comunidade de criadores de conteúdo.
Atualizámos a nossa política de privacidade.
Atualizámos a nossa política de privacidade de modo a estarmos em conformidade com os regulamentos de privacidade em constante mutação a nível mundial e para lhe fornecer uma visão sobre as formas limitadas de utilização dos seus dados.
Pode ler os detalhes abaixo. Ao aceitar, está a concordar com a política de privacidade atualizada.