“The authors provide practical approaches to literacy instruction that are desperately warranted. They offer a prescription for using strategies, selecting text, making home-school connections, and building learning communities aimed at benefiting all students. In short, this is a text that is long overdue.”
--Alfred W. Tatum, Assistant Professor
Northern Illinois University
Make literacy MEANINGFUL in your classroom for students of ALL cultures!
This book will allow teachers to use innovative strategies to promote engaged, inclusive literacy, and raise their students' appreciation for the cultural diversity in their own classroom communities. This resource celebrates awareness of individual, ethnic, cultural, linguistic, and economic diversity, and addresses all aspects of studies within the context of culturally responsive teaching. Field-tested with K-8 teachers, each strategy is described for use at beginning, intermediate, and advanced grade levels, and also helps teachers to individualize and accommodate special needs students.
50 Literacy Strategies for Culturally Responsive Teaching, K-8 addresses all aspects of language arts, reading, writing, speaking, and listening, and integrates math, science, and social studies, all within the context of culturally responsive teaching. Ways to include families and community members further strengthen the strategic effectiveness.
The six major themes of this text cluster a wealth of easily adapted and implemented strategies around: Classroom community; Home, community, and nation; Multicultural literature events; Critical media literacy; Global perspectives and literacy development; Inquiry learning and literacy learning
This invaluable resource will allow every teacher to transform the classroom culture to one in which all cultures are valued and literacy becomes meaningful to all!
Chapter 1: Classroom Community: Getting to Know Me, Myself, and Us
Classroom Community: Getting to Know Me, Myself, and Us
Strategy 1: Autobiography: All About Me
Autobiographies, assigned at the beginning of the school year, not only help the teacher know the student's family background, but also the likes and dislikes that motivate. Sharing portions of autobiographies within the classroom also stimulates students to get to know each other for the development of a classroom learning community. As a result, research strongly suggests that students benefit academically and socially in such a community (Garcia, 2002; Heath, 1983; Slavin, 1990; Schmidt, 2005). English Language Learner (ELL) students find this strategy particularly empowering (Cummins, 1986; Igoa, 1995). They may bring information to the classroom not found in texts as primary sources. ...