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Reading Resource

Running head: READING RESOURCE BANK

Reading Resource Bank 2


Michael A. DePolis
Grand Canyon University: TSL 537
October 8, 2012

Reading Resource

Reading Resource Bank 2


Title/Author
Through My Eyes

Summary
Six-year-old

Evaluation
Exclusion/Invisibility-

Strategies
One content-

Grade/Content
This multicultural

by Ruby Bridges,

Ruby

People of different races

area strategy

literature, along with

Scholastic, 1999.

Bridges

and of varied

recommended

the supplemental

makes her

socioeconomic

which

activities, is

way through

backgrounds are not

correlates to

recommended for my

a crowd of

excluded.

this literature is fifth grade class in

Stereotyping-

a Health-

the content-areas of

protesters in

Individuals are portrayed kindness

health and history.

1960

accurately.

activity.

Imbalance and

Celebrate

for her first

Selectivity Definition- A

diversity by

day of

balanced account of

choosing

school. This

events is given.

names of

Unreality- The account

classmates, and

narrative

is realistic with regard to

then write a

sheds light

racism, prejudice, and

kindness

on the U.S.

conflict.

letter to that

Fragmentation/Isolation-

classmate. A

Significant contributions

second

of groups are portrayed.

content-area

Linguistic Bias- Word

strategy for

choice is realistic and

this book is a

unbiased.

supplemental

Resource Data-This

reading about

angry

Louisiana

engrossing

Civil Rights

I.

II.

III.

IV.

V.

Movement.

VI.

VII.

autobiographical

Reading Resource
the U.S. Civil

account lends credibility

Rights

to the authors authority.

Movement.

Overall Rating- Highly


Ashley Bryan:

The

Words to My

influence of

Lifes Song by

Recommended.
I.
Exclusion/Invisibility-

One content-

This multicultural

Racial and ethnic

area strategy

literature, and

Ashley

community groups of

that would

correlating activities,

Ashley Bryan,

Bryans

varied socioeconomic

correlate with

is intended for my

Antheneum, 2009.

African-

levels are included.

this book is

fifth grade class in

Stereotyping- Racial

visual arts.

the content-areas of

family and

groups are portrayed

Students could

visual arts and

community

without stereotype.

use varied

family/community

Imbalance and

media, as

social studies.

his success

Selectivity Definition-

Ashley Bryan

as an artist.

The perspectives of

did. Students

His unusual

groups are shown in a

will have a

media

balanced way.

positive role-

Unreality- Accounts of

model and see

his life are realistic.

an artist of a

Fragmentation/Isolation-

race relatable

Students

Contributions of groups

to them, shown

who share

are represented

in a positive

his culture

throughout.

light.

Linguistic Bias- Word

Another

inspired by

choice is fair and

strategy will be

his lifes

realistic.

a unit on

American

influenced

include

II.

III.

IV.

puppets and
sea glass.

will be

V.

VI.

Reading Resource
story.

VII.

Resource Data- Mr.

community

Bryans

centers and

Autobiographical

family support.

account provides
credible authority.
Overall Rating- Highly
Bud, Not Buddy

This

by Christopher Paul

Newberry

Curtis, Delacorte,
1999.

Recommended.
I.
Exclusion/Invisibility-

One content-

This multicultural

People of different races

area

literature, and

Honor book

and socioeconomic

correlating

correlating

has also

status were not

strategy which

strategies, is intended

received the

excluded.

will be

for my fifth grade

Stereotyping- Racial

appropriate is a class in the content-

Scott King

groups were displayed

music lesson

areas of music/fine

Award. A

realistically.

which focuses

arts and history.

Imbalance and

on the

boy is on a

Selectivity Definition-

contribution of

mission to

Perspectives were

African-

find his

balanced.

American Jazz.

Unreality- characters

A second

mother died

and events are displayed

correlating

four years

realistically.

activity could

Fragmentation/Isolation-

be a lesson on

among her

Contributions of racial

The Great

things are

groups are portrayed in

Depression

flyers

a positive way.

from an

Linguistic Bias- No

African-

Coretta

ten-year-old

father. His

ago, and

advertising

II.

III.

IV.

V.

VI.

Reading Resource
concerts for

linguistic bias was

American

Ernest E.

evident.

perspective.

Calloways

VII.

Resource Data- Mr.

Jazz Band.

Curtis received the

African-

Newberry Honor and the

American

Coretta Scott King

history is

Award for Bud, Not

skillfully

Buddy, lending

told through

credibility and authority.

this boys

Overall Rating- Highly

eyes in

Recommended.

depressionera
The Birchbark

Michigan.
A seven-

House by Louise

Exclusion/Invisibility-

One correlating This multicultural

year-old

People of various races

strategy that

literature, and

Erdrich, Hyperion,

Objiwa girl

are not excluded.

will be used

correlating

1999.

maintains a

Stereotyping- Native

along with this

strategies, is intended

spiritual

people of the Objiwa are

book is a

for my fifth grade

connection

depicted without

life/environmen class in the content

with the

stereotype.

tal science unit

areas of science and

Imbalance and

with the

history.

world with

Selectivity Definition-

emphasis of the

the help of

All perspectives of

interrelatedness

her

groups are displayed in a

of all things in

grandmother

balanced way.

the natural

Unreality- Negative

world.

natural

in mid-19th

I.

II.

III.

IV.

Reading Resource
century

occurrences are not

Another

Lake

glossed over.

content-area

Fragmentation/Isolation-

strategy to be

Island.

Contributions of the

used with this

White

Objiwa are portrayed

literature is a

traders and

positively.

Native

Linguistic Bias- Word

American

choice is authentic.

lesson, 19th

Resource Data- Ms.

century, and

lands once

Erdrich appears to be

how native

inhabited

knowledgeable and

peoples

solely by

unbiased. Research is

culture was

native

thorough.

continually

Overall Rating- Highly

decimated.

Superior

settlers

V.

VI.

continue to
move into

peoples.

VII.

Recommended.
1621: A New Look

The

Exclusion/Invisibility-

One correlating This multicultural

at Thanksgiving by Wampanoag

Groups were portrayed

strategy for

literature, and

Catherine ONeill

Indians and

inclusively.

this book in a

correlating activities,

Grace and Margaret

English

Stereotyping-

content-area is

is intended for my

M. Bruchac,

settlers

Stereotypes were

a 1621

fifth grade class in

National

interacted,

carefully avoided.

Thanksgiving

the content-areas of

Imbalance and

recreation,

17th century

really

Selectivity Definition-

only more

American history

happened?

Perspectives of groups

accurately, as a

and social studies/

Based on a

were balanced.

history unit

cultural diversity.

Unreality- A realistic

culmination.

Geographic Society, but what


2001.

reenactment

I.

II.

III.

IV.

Reading Resource
by Plimoth

depiction based on

Another

Plantation,

careful research was

correlating

and based

provided.

strategy in a

Fragmentation/Isolation-

content-area

research,

Groups are included

will be a

what

throughout along with

Culture day,

occurred

significant contributions.

where the class

Linguistic Bias- Word

could come

and

choice did not show

together to

historically

bias.

celebrate peace

Resource Data- The

and diversity

reputation of the

through

National Geographic

sharing cultural

Society and the Plimoth

foods and

Plantation History

traditions.

on in-depth

culturally

is examined.

V.

VI.

VII.

Museum lend credibility


and authority to this
account.
Overall Rating- Highly
Recommended.
I.
Exclusion/Invisibility-

Where the

This

Mountain Meets

Chinese

Groups were displayed

strategy in a

literature, and

the Moon by Grace

folktale is a

without exclusion.

content-area

correlating

Lin, Little, Brown,

fast-paced

Stereotyping- Chinese

for this book is

strategies, is intended

2009.

fantasy

culture is depicted

illustrating

for my fifth grade

where little

without stereotype.

child-created

class in the content-

Imbalance and

books. The

areas of

Minli uses

II.

III.

One correlating This multicultural

her familys

Selectivity Definition-

Reading Resource
8
visual format
Art/Language

last two

Perspectives were

of this folktale

Arts/folktale

coins to buy

balanced.

is ideal

creation and

Unreality- Characters

inspiration.

illustration and

were realistic.

Imaginative

science/air pressure-

Fragmentation/Isolation-

Chinese-style

lift.

of the Jack

Groups are included

folktales could

and the

throughout positively.

be created and

Linguistic Bias-

illustrated by

story, and

Linguistic bias was not

the students.

has a similar

evident.

Another

Resource Data- Grace

strategy for

Lin is clearly familiar

this

with Chinese folklore

multicultural

and culture.

literature will

goldfish.

IV.

This tale is
reminiscent

Beanstalk

theme.

V.

VI.

VII.

Overall Rating- Highly

be science/air

Recommended.

pressure as the
students craft
their own
dragon kites in
the Chinese

Exclusion/Invisibility-

style.
One correlating This multicultural

century

Groups were not

strategy in a

literature, and

Korea,

excluded.

content area to

correlating

Stereotyping- Koreans

be used with

strategies, is intended

were depicted without

this book is

for my fifth grade

A Single Shard by

In 12th

Linda Sue Park,


Clarion, 2001.

young TreeEar the

I.

II.

stereotype.

Reading Resource
9
providing clay class in the content-

Imbalance and

to the students.

areas of fine art and

Crane-Man

Selectivity Definition-

The class can

art history.

are both

All perspectives were

recreate

outcasts.

balanced.

Korean

Unreality- Characters

pottery. We

becomes

were given realistic

even have a

enamored

attributes for this

kiln at our

with pottery

historical fiction.

school, so their

Fragmentation/Isolation-

pieces can be

wait for a

Cultures were included

glazed and

turn at the

throughout.

fired.

Linguistic Bias- There

Another

was no bias noted.

correlating

Resource Data- Linda

strategy will be

Sue Park is authoritative

an art history

and knowledgeable,

lesson of

especially of Korean

Korean

pottery, as evidenced by

celadon

her authors note of

pottery.

orphan and
the elderly

Tree-Ear

and cannot

potters

III.

IV.

V.

VI.

wheel.
VII.

additional historical
information.
Overall Rating- Highly
Ellington Was Not

This

Recommended.
I.
Exclusion/Invisibility-

One correlating This multicultural

a Street by Ntozake Caldecott

Racial groups are not

strategy in a

literature, and

Shange, Illustrated

excluded.

content-area

correlating

Award-

Stereotyping- African-

Reading Resource
10
will be various strategies, is intended

book is

Americans are portrayed

styles of poetry for my fifth grade

vibrantly

without stereotype.

writing, from

Imbalance and

various cultural areas of language

poetry

Selectivity Definition-

perspectives

arts/poetry and fine

which

Perspectives are

which are

arts/music.

celebrates

balanced.

represented in

Unreality- groups are

the class.

African-

portrayed in a realistic

Another

American

way.

correlating

Fragmentation/Isolation-

activity for this

Duke

Cultures are inclusive

book will be

Ellington

throughout.

Illustrating to

Linguistic Bias- No

the jazz

by Kadir Nelson,

winning

Simon & Schuster,


2004.

illustrated

influential

men such as

and Dizzy

II.

III.

IV.

V.

VI.

Gillespie. It
is an

Boys without

class in the content-

linguistic bias was noted. masters.


VII.

Resource Data-

enriching

Biographical information

encounter

about each individual is

with history,

included, adding

art, and

credibility.

poetry.

Overall Rating- Highly

11-year-old

Recommended.
I.
Exclusion/Invisibility-

One correlating This multicultural

Names by Kashmira Gopal flees

Groups are represented

strategy in a

literature, and

Sheth, Balzer &

Mumbai,

and included.

content-area to

correlating

Bray/HarperCollins,

India, in

2010.

search of a

II.

Stereotyping- Characters use with this

strategies, is intended

are portrayed free of

for my fifth grade

book is a

stereotype.

Reading Resource
11
health/emotion class in the content-

Imbalance and

al, fairness

areas of

kidnapped

Selectivity Definition-

lesson. The

health/emotional

and sold

Group perspectives are

class can

and

into child

balanced.

examine and

history/geography.

Unreality- Groups are

reflect on

sensitive,

portrayed in a realistic

respect for

but insidious

way.

human dignity.

Fragmentation/Isolation-

The students

brought to

Groups are represented

will the choose

light in an

throughout.

names from a

Linguistic Bias- No

hat and say

better life.
He ends up

slavery. This

issue is

age-

III.

IV.

V.

VI.

appropriate
and

linguistic bias was noted. something


VII.

Resource Data- The

positive about

culturally

cultural detail in the

that persons

significant

story lends credibility to

culture.

way.

the author.

Another

Overall Rating- Highly

correlating

Recommended.

activity in a
content-area is
a
history/geogra
phy lesson on
the culture and
geography of
India.

Exclusion/Invisibility-

Reading Resource
12
One correlating This multicultural

winner of

Cultural groups are not

strategy in a

literature, and

Skrmeta,

the Book

excluded.

content-area is

correlating

Illustrated by

Amricas

Stereotyping- No

P.E.-soccer.

strategies, is intended

Alfonso Ruano,

Award, is by

negative stereotyping is

Prior to

for my fifth grade

U.S. edition: A

the Chilean

noted.

activity, we

class in the content-

Groundwood

author best

Imbalance and

could discuss

areas of physical

Book/Douglas &

known for Il

Selectivity Definition-

as a class our

education and

McIntyre, 2000.

Postino.

Cultural perspectives are

own freedoms

history/culture.

Young

balanced.

living in a

Unreality- Characters

democratic

growing up

are portrayed in a

society, and

in a land

realistic manner.

that whatever

Fragmentation/Isolation-

political

control of a

Cultural groups are

upheavals

dictatorship,

represented throughout.

which may

Linguistic Bias- No

exist in the

linguistic bias is noted.

world, kids

Resource Data- This

want to be

soccer and

renowned Chilean

kids, and

just being a

author lends credibility

sports is an

child.

and authority. This book

important part

also is award-winning,

of our

adding further

development.

credibility.

Another

The Composition

This book,

by Antonio

Pedro is

under the

but he is

I.

II.

III.

IV.

V.

VI.

more
interested in

VII.

Overall Rating- Highly

correlating

Recommended.

Reading Resource
activity in a

13

content-area
for this book is
a
history/cultural
unit on Chile.
(Cooperative Childrens Book Center, 2010).
(Education That Is Multicultural, 1995).
Pre-Reading Activities
One pre-reading activity that will build schema and provide background knowledge is experimenting or
investigating a science topic before reading the lesson or chapter. A lesson on animal versus plant cells could be
investigated with actual cells on prepared slides under a microscope. This would provide hands-on, visual
motivation to read, and key vocabulary could be introduced with visual reinforcement. This direct experience
would provide motivation and enhance comprehension (Peregoy, Boyle, & Cadiero-Kaplan, 2008).
Another pre-reading activity that will improve students comprehension is identifying text structure. When
expository text structures are identified, students will be able to monitor as they read. This metacognitive
strategy will enable students to identify what they are supposed to understand. For example, the science lesson
stated previously, animal cells versus plant cells, would clearly be noted as compare/contrast. If students can see
the clues that will let them know if the structure is compare/contrast, cause/effect, problem/solution, sequencing,
or others, the purpose for the reading will be clear, as well as what the students will be expected to know after
reading (Peregoy, et al, 2008).
One more pre-reading activity (that will also be used during reading) is the creation of story impressions,
which will go further than anticipation guides. With the teachers guidance, students will make predictions of the
story that is anticipated by writing original compositions. This writing will activate relevant story knowledge as
students create their interpretation of the story based on clues to plot events provided by the teacher. The point
of this activity will not only be to compare their writing to the actual story, but to test that comparison as they

Reading Resource

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read. Studies have shown reading comprehension to be significantly enhanced, whether or not the predictions are
accurate. Writing as a pre-reading activity can be a powerful aid to comprehension (Denner & McGinley, 1992).
During Reading Activities
One during-reading activity is described above as story impressions. While reading the story that was
anticipated when the students wrote their compositions, they will monitor closely as they compare and test out
their own writing. Since it is their personal writing being compared, motivation for comprehension will be strong.
Differences in plot details, theme, etc. will be evident and remembered (Denner & McGinley, 1992).
Another during-reading activity that will strongly influence comprehension is attention to headings and
subheadings. The teacher can model making headings and subheadings into questions which will guide students
purposeful questioning as they read. For example, a science heading of Dominant Genes could be made into
questions such as, Which genes are dominant?, What does dominant mean?, or What are genes? (Peregoy,
et al, 2008).
This activity leads to one more during-reading activity. The teacher can use clustering to help the students
figure out meanings from the context. Key vocabulary from the text could be omitted as the students brainstorm
the missing words as a group. The teacher would write the ideas (synonyms) around the center, and then add the
correct word to the center. This activity will give students the confidence to know that they can use context clues
to decide what a word means (Peregoy, et al, 2008).
These are just a few of the many strategies that will assist English learners with background and
motivation to help with their comprehension.

References
Cooperative Childrens Book Center, School of Education University of Wisconsin-Madison. (2010). Retrieved
October 3, 2012, from www.education.wisc.edu.
Denner, P. R., & McGinley, W. J. (1992). Effects of prereading activities on junior high students recall. Journal
of Educational Research, 86(1), 11-19.

Reading Resource
Education That Is Multicultural and Achievement. (1995). Retrieved October 3, 2012, from
www.msde.state.md.us.
Peregoy, S. F., Boyle, O. F., & Cadiero-Kaplan, K. (2008). Reading, writing, and learning in ESL: A resource
book for teaching k-12 English learners (5th ed.). Pearson Education, Inc.

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