Unit 2: How to Choose Diverse Books

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What to Know

There are two things that a teacher must take into consideration when they are going to pick books for their classroom: 1. Are the books developmentally appropriate? 2. Do the books accurately represent many cultures (and the cultures of my students)? For this unit, you will be reading about child development, how to choose books that are appropriate for your students, and how to ensure that culture is being accurately represented.

Digital Journal

Here is the link again for the digital journal. It is the same link as from Unit 1. Please continue using the same digital journal to record your learning. https://docs.google.com/document/d/1Ndntx1CDVnvXw0ql4JDPV6x3BCO5Cykq_BqYdpB0qis/copy

Self Assessment

Answer the following questions in a short paragraph (about 250 words) in your digital journal. Make sure to include specific examples when necessary:

1. What is culturally responsive teaching?
2. What do you know about childhood development?
3. How do you incorporate your students’ cultures into the classroom?

Readings

File:Culturally and Linguistically Relevant Readalouds Article.pdf

File:Using Readalouds with Cultural Article.pdf

File:Comprehension and Content Article.pdf

File:Culturally Responsive Pedagogy Article.pdf

File:Bookmatch Scaffolding Book Article.pdf

Reflection

Choose one of the following questions to answer in about a page or two (750 words) in your digital journal. Make sure to use references from the readings.

1. What are some ways you can incorporate what you have learned about child development and culturally responsive pedagogy into how you choose books for your classroom and literacy lessons?
2. How does choosing developmentally appropriate and culturally appropriate books enhance student learning?

References

Luke, Dooley, K., & Woods, A. (2011). Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools. Australian Educational Researcher, 38(2), 149–166.

May, Bingham, G. E., & Pendergast, M. L. (2014). Culturally and Linguistically Relevant Readalouds. Multicultural Perspectives (Mahwah, N.J.), 16(4), 210–218.

Morgan. (2009). Using read-alouds with culturally sensitive children’s books: a strategy that can lead to tolerance and improved reading skills. Reading Improvement, 46(1), 3–8.

Roessingh. (2020). Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom. TESL Canada Journal, 37(1), 51–62. https://doi.org/10.18806/tesl.v37i1.1334

Wutz, & Wedwick, L. (2005). Bookmatch: scaffolding book selection for independent reading: these book-selection criteria help elementary students choose appropriate books and discuss them with others. The Reading Teacher, 59(1), 16–.

Proceed to: Unit 3: Lesson Planning to Foster Diversity and Inclusion