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Reading Resource
Summary
Six-year-old
Evaluation
Exclusion/Invisibility-
Strategies
One content-
Grade/Content
This multicultural
by Ruby Bridges,
Ruby
area strategy
Scholastic, 1999.
Bridges
and of varied
recommended
the supplemental
makes her
socioeconomic
which
activities, is
way through
correlates to
recommended for my
a crowd of
excluded.
Stereotyping-
a Health-
the content-areas of
protesters in
1960
accurately.
activity.
Imbalance and
Celebrate
Selectivity Definition- A
diversity by
day of
balanced account of
choosing
school. This
events is given.
names of
classmates, and
narrative
then write a
sheds light
kindness
on the U.S.
conflict.
letter to that
Fragmentation/Isolation-
classmate. A
Significant contributions
second
content-area
strategy for
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
Rights
Movement.
The
Words to My
influence of
Lifes Song by
Recommended.
I.
Exclusion/Invisibility-
One content-
This multicultural
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-
this book is
Stereotyping- Racial
visual arts.
the content-areas of
family and
Students could
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
will have a
media
balanced way.
positive role-
Unreality- Accounts of
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.
Another
inspired by
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.
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
area
literature, and
Honor book
and socioeconomic
correlating
correlating
has also
strategy which
strategies, is intended
received the
excluded.
will be
Stereotyping- Racial
Scott King
music lesson
areas of music/fine
Award. A
realistically.
which focuses
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
correlating
four years
realistically.
activity could
Fragmentation/Isolation-
be a lesson on
among her
Contributions of racial
The Great
things are
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
American
Ernest E.
evident.
perspective.
Calloways
VII.
Jazz Band.
African-
American
history is
skillfully
Buddy, lending
told through
this boys
eyes in
Recommended.
depressionera
The Birchbark
Michigan.
A seven-
House by Louise
Exclusion/Invisibility-
year-old
strategy that
literature, and
Erdrich, Hyperion,
Objiwa girl
will be used
correlating
1999.
maintains a
Stereotyping- Native
strategies, is intended
spiritual
book is a
connection
depicted without
with the
stereotype.
Imbalance and
with the
history.
world with
Selectivity Definition-
emphasis of the
the help of
All perspectives of
interrelatedness
her
of all things in
grandmother
balanced way.
the natural
Unreality- Negative
world.
natural
in mid-19th
I.
II.
III.
IV.
Reading Resource
century
Another
Lake
glossed over.
content-area
Fragmentation/Isolation-
strategy to be
Island.
Contributions of the
White
literature is a
traders and
positively.
Native
American
choice is authentic.
lesson, 19th
century, and
lands once
Erdrich appears to be
how native
inhabited
knowledgeable and
peoples
solely by
unbiased. Research is
culture was
native
thorough.
continually
decimated.
Superior
settlers
V.
VI.
continue to
move into
peoples.
VII.
Recommended.
1621: A New Look
The
Exclusion/Invisibility-
at Thanksgiving by Wampanoag
strategy for
literature, and
Catherine ONeill
Indians and
inclusively.
this book in a
correlating activities,
English
Stereotyping-
content-area is
is intended for my
M. Bruchac,
settlers
Stereotypes were
a 1621
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
Based on a
were balanced.
history unit
cultural diversity.
Unreality- A realistic
culmination.
reenactment
I.
II.
III.
IV.
Reading Resource
by Plimoth
depiction based on
Another
Plantation,
correlating
and based
provided.
strategy in a
Fragmentation/Isolation-
content-area
research,
will be a
what
Culture day,
occurred
significant contributions.
could come
and
together to
historically
bias.
celebrate peace
and diversity
reputation of the
through
National Geographic
sharing cultural
foods and
Plantation History
traditions.
on in-depth
culturally
is examined.
V.
VI.
VII.
Where the
This
Mountain Meets
Chinese
strategy in a
literature, and
folktale is a
without exclusion.
content-area
correlating
fast-paced
Stereotyping- Chinese
strategies, is intended
2009.
fantasy
culture is depicted
illustrating
where little
without stereotype.
child-created
Imbalance and
books. The
areas of
Minli uses
II.
III.
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
folktales could
and the
throughout positively.
be created and
Linguistic Bias-
illustrated by
story, and
the students.
has a similar
evident.
Another
strategy for
this
multicultural
and culture.
literature will
goldfish.
IV.
This tale is
reminiscent
Beanstalk
theme.
V.
VI.
VII.
be science/air
Recommended.
pressure as the
students craft
their own
dragon kites in
the Chinese
Exclusion/Invisibility-
style.
One correlating This multicultural
century
strategy in a
literature, and
Korea,
excluded.
content area to
correlating
Stereotyping- Koreans
be used with
strategies, is intended
this book is
A Single Shard by
In 12th
I.
II.
stereotype.
Reading Resource
9
providing clay class in the content-
Imbalance and
to the students.
Crane-Man
Selectivity Definition-
art history.
are both
recreate
outcasts.
balanced.
Korean
Unreality- Characters
pottery. We
becomes
even have a
enamored
kiln at our
with pottery
historical fiction.
school, so their
Fragmentation/Isolation-
pieces can be
wait for a
glazed and
turn at the
throughout.
fired.
Another
correlating
strategy will be
an art history
and knowledgeable,
lesson of
especially of Korean
Korean
pottery, as evidenced by
celadon
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-
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
vibrantly
without stereotype.
writing, from
Imbalance and
poetry
Selectivity Definition-
perspectives
which
Perspectives are
which are
arts/music.
celebrates
balanced.
represented in
the class.
African-
portrayed in a realistic
Another
American
way.
correlating
Fragmentation/Isolation-
Duke
book will be
Ellington
throughout.
Illustrating to
Linguistic Bias- No
the jazz
by Kadir Nelson,
winning
illustrated
influential
men such as
and Dizzy
II.
III.
IV.
V.
VI.
Gillespie. It
is an
Boys without
Resource Data-
enriching
Biographical information
encounter
with history,
included, adding
art, and
credibility.
poetry.
11-year-old
Recommended.
I.
Exclusion/Invisibility-
strategy in a
literature, and
Mumbai,
and included.
content-area to
correlating
Bray/HarperCollins,
India, in
2010.
search of a
II.
strategies, is intended
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
class can
and
into child
balanced.
examine and
history/geography.
reflect on
sensitive,
portrayed in a realistic
respect for
but insidious
way.
human dignity.
Fragmentation/Isolation-
The students
brought to
light in an
throughout.
names from a
Linguistic Bias- No
better life.
He ends up
slavery. This
issue is
age-
III.
IV.
V.
VI.
appropriate
and
positive about
culturally
that persons
significant
culture.
way.
the author.
Another
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
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
U.S. edition: A
the Chilean
noted.
activity, we
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.
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
upheavals
dictatorship,
represented throughout.
which may
Linguistic Bias- No
exist in the
world, kids
want to be
soccer and
renowned Chilean
kids, and
just being a
sports is an
child.
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.
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
14
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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