{"componentChunkName":"component---src-components-layouts-blog-post-layout-tsx","path":"/blog/tips-for-choosing-and-using-decodable-texts-in-the-classroom","result":{"pageContext":{"pageData":{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Picture a kindergartner hunched over a book, finger under the word, sounding it out slowly:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“f–l–i–p… flip.”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"They pause, then read the sentence again—this time more smoothly. Then the smile appears. Success! \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Decodable texts offer readers moments like this – moments in which the challenge is just right, so that it requires decoding work for the reader, but not so much work to make the task impossible. Decodable books support the transfer of phonics lessons into real reading experiences and give children the chance to read actual books with independence. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Decodable texts are especially useful with beginning readers, when readers’ foundational skills are still developing. Research highlights the importance of giving students opportunities to practice phonics in connected text. This kind of practice helps students strengthen their knowledge of letter–sound relationships and begin building the automaticity needed for fluent reading (Ehri, 2014; Castles et al., 2018).\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"At the same time, not all decodable books are equally helpful, and how we use them matters just as much as which ones we choose. A helpful way to think about selecting and using decodable texts is to consider three basic qualities: they should be comprehensible, instructive, and engaging (Anderson et al., 1985). \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Choosing Decodable Texts for Classroom Use\\n\\n1. Comprehensible: The Text Makes Sense\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-2\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Even at the earliest stages of reading, children benefit from texts that make sense. A decodable text should present a clear idea or sequence—not just sentences created to practice a phonics pattern, such as short-vowel CVC words or common digraphs.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Some decodable books tell simple stories, while others introduce basic information about a topic. In either case, the text should be understandable and meaningful to readers.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Look for texts where:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Events follow a clear sequence or information is presented logically\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Characters have recognizable motivations or the topic is easy to follow\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The language supports understanding\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Students can retell what happened or explain what they learned from reading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"After the students read and reread their books, it's helpful to talk about the story or information! You'll want to ask questions like, “What happened in this story?” or “Why did the character do that?” in order to highlight for students that decoding and comprehension work together.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"2. Instructive: It Matches the Phonics Being Taught\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-2\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"A decodable book should connect to the phonics instruction students are receiving. For example, if students are learning short ă CVC words, like cat, most of the words in the book should follow that pattern. If instruction has moved to digraphs or vowel teams, the text should give students opportunities to practice those features.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Reading researcher Wiley Blevins explains, “A high proportion of the words in the earliest selections children read should conform to the phonics they’ve already been taught. Otherwise, they will not have enough opportunities to practice, extend, and refine their knowledge of letter-sound relationships” (2017).\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When texts include too many unfamiliar features of phonics, students may rely on guessing. When texts align more closely with instruction, students can apply what they already know and are learning.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Before using a decodable text, teachers might ask: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Does this book reinforce the phonics features that were recently taught?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Are there irregular high-frequency words that were recently taught? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"3. Engaging: Students Want to Read Texts Repeatedly\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-2\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Decodable texts sometimes get a reputation for being dull, but that does not have to be the case. When stories are playful, relatable, or humorous, students are more likely to reread them—and rereading helps build word reading, fluency and comprehension.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Look for texts that:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Include light humor or familiar situations\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Have appealing illustrations\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Offer a simple but satisfying ending\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Invite rereading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"These small features can make a big difference in how students experience early reading and will support more reading, which in turn supports reading growth.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Using Decodable Texts Effectively\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-3\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Choosing a decodable text is the first step in the process. Next, teacher support for students’ before, during, and after reading also matters.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Before Reading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Give students a sense of what they will read or learn\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Review the phonics feature(s) students will encounter\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Preview any irregular high-frequency words\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Set a simple purpose for reading, such as: “Today we’re looking for words with the short ă sound.”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"During Reading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Encourage students to apply sound–symbol knowledge\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Prompt stretching out each sound, blending and rereading when needed\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Allow students to productively struggle, rather than stepping in to support them too quickly\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"After Reading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Talk briefly about what happened in the text or what students learned\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Encourage rereading to build fluency and understanding\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In small groups, decodable texts can also provide a window into student progress. Listening to students read helps teachers notice which phonics patterns students control and which ones may need additional support.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Keeping the Bigger Picture in Mind\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-3\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Decodable texts are one part of broader literacy learning. They support the word recognition side of reading development, while read-alouds, open-ended discussions, vocabulary instruction, and writing support language comprehension. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"As highlighted in Duke’s and Cartwright’s Active View of Reading (2021), both parts matter. When students' word recognition skills and language comprehension skills grow together, students move toward fluent and meaningful reading.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When teachers select decodable texts that are comprehensible, instructive, and engaging, and use them thoughtfully in instruction, students gain both practice and confidence. And sometimes that confidence shows up in a simple moment—a child sounding out a word and smiling when they are successful!\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/20Xa1bj2Uy4pPi401Ty3vA/0bc38cfc1846760355179550f7bd1bcf/4.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Tips for Choosing and Using Decodable Texts in the Classroom","publishedDate":"2026-04-07T00:00-04:00","createdAt":"2026-04-07T15:30:51.234Z","slug":"tips-for-choosing-and-using-decodable-texts-in-the-classroom","referenceItems":[{"byline":"Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985).","title":"Becoming a nation of readers: The report of the Commission on Reading.","titleStyle":"Italic","trailingNote":null},{"byline":"Blevins, W. (2017).","title":"A Fresh Look at Phonics: Common Causes of Failure and 7 Ingredients for Success. Corwin.","titleStyle":null,"trailingNote":null},{"byline":"Castles, A., Rastle, K., & Nation, K. (2018). ","title":"Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.","titleStyle":null,"trailingNote":null},{"byline":"Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the Simple View of Reading. ","title":"Reading Research Quarterly, 56(S1), S25–S44.","titleStyle":"Italic","trailingNote":null},{"byline":" Ehri, L. C. (2014).  Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning.","title":"Scientific Studies of Reading, 18(1), 5–21.","titleStyle":null,"trailingNote":null}]},"latestBlogPosts":[{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Every day, educators work to nurture young readers and writers, building both skills and confidence one lesson at a time. We know that the most powerful literacy growth happens when school and home work together. Research confirms that children who have robust at-home literacy experiences often are both more engaged and successful in the literacy classroom (Literacy Project Foundation, 2019). Families and caregivers are already doing meaningful things with language, story, and communication in their daily lives, and when we, as educators, connect around those experiences, everyone benefits. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"At the same time, broader trends remind us why nurturing a love of reading and writing matters so much.  Reading engagement has shifted in recent years, with only 48% of adults reporting that they’ve read one or more books for pleasure in the past year, and the percentage of 13-year-olds who report reading for fun almost every day dropping from 27% in 2012 to just 14% in 2023 (National Endowment for the Arts, 2022; National Assessment of Educational Progress, 2023). These trends reflect a cultural moment that we are all navigating together and point to a real opportunity for caregivers and schools to work side-by-side. Educators can offer guidance and material support to families and caregivers. In addition, teachers and literacy leaders can learn from families and caregivers about literacy experiences outside of the classroom, so that we are more equipped to fold these experiences and this knowledge into our classroom practices. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The good news is that families need not be literacy experts to make a meaningful difference. By sharing practical evidence-based strategies with families and caregivers, we can extend our impact beyond the school walls to help encourage home and school environments where joyful literacy thrives. Teachers College Advancing Literacy offers workshops and a corresponding podcast to support the partnership between teachers and families and caregivers – all with the goal of \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://podcasts.apple.com/us/podcast/advancing-literacy-beyond-the-classroom/id1872188152\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Advancing Literacy Beyond the Classroom\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". The following tips and family-facing resources (\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://drive.google.com/file/d/1uaRzRzGWZHayi_I-pxUInsZgkfO75Cxc/view?usp=sharing\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"color\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" | \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://drive.google.com/file/d/1QDapouOMh8v5vr1drNBK80FYYzZwC_Ec/view?usp=sharing\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"black and white\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\") can help support teachers in this important work. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"First, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"encourage families and caregivers to create access to reading materials and dedicated space. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Families need not have elaborate home libraries or invest in expensive materials. Instead, help families to understand that diverse reading materials—graphic novels, magazines, audiobooks, recipe books, comic strips, and websites—all count as legitimate reading. A comfortable corner with good lighting, free of distraction, and a basket of varied texts signals to children that reading is valued. Educators can also provide access to books by sending home texts from the school or classroom library as well as sharing information about community resources such as public libraries, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://littlefreelibrary.org/ourmap/?gad_source=1&gad_campaignid=9867488087&gbraid=0AAAAACnNjG0dCwLeI1jM-zVzy11fkCiH3&gclid=Cj0KCQiA1czLBhDhARIsAIEc7uiSBi29T8gK6Fo-dfxsYtPzhOADUA6uI1HJvb7TwFSrOs5MJFD2Pp4aAvTLEALw_wcB\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Little Free Libraries\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", digital library apps, and book exchange programs. If book access is limited for families in your community, you might consider ways to support families with bolstering home book collections through partnerships with organizations like \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.fbmarketplace.org/?utm_source=google&utm_medium=cpc&gad_source=1&gad_campaignid=1406232470&gbraid=0AAAAAD_h8pfIZsdIIWQP0jjMHnCi5wiiG&gclid=Cj0KCQiA1czLBhDhARIsAIEc7uiJwu9x_OvZ-g20NIyffn9N6eNA1b5rqz5G0j7nhUnb88qBiBWZJHMaAsVNEALw_wcB\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"First Book\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", which provides free and low-cost books for children living in low-income communities across North America, or \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://imaginationlibrary.com/check-availability/?gad_source=1&gad_campaignid=14825207983&gbraid=0AAAAADy_Rbl3M6MRx9nZDlyAcgqZ1P5D9&gclid=Cj0KCQiA1czLBhDhARIsAIEc7ugXf-8CYY2W4UcjPZ7CEtFiDN2XAGWEhvChLaDM0ZnD-Y1912IjgusaAm3-EALw_wcB\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Dolly Parton’s Imagination Library\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", which provides free books to children from birth to five in participating communities across the United States, Canada, and Ireland. When families have access to and see diverse reading materials as valuable resources for their home, children are more likely to find texts that genuinely interest them. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Second, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"help families and caregivers establish reading routines that work for their lives.\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" Rather than prescribing specific durations or times for reading, encourage families to find authentic moments for reading together. This might look like bedtime stories, reading aloud while cooking, listening to audiobooks on the way to travel sports meets, or setting aside 15 minutes each day where everyone in the family reads their own materials in the same room. The key to successful reading routines is consistency, so caregivers will want to think about ways to make reading a natural, recurring part of everyday life rather than a special event or obligation. As an educator, consider how you might support and validate routines that will look different in every household. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Third, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"emphasize the power of discussing texts together. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"As younger students’ decoding and word recognition skills become more automatized and texts grow more linguistically complex, listening comprehension becomes more and more critical to reading comprehension (Hogan, Adlof, & Alonzo, 2014). This means that conversations about texts with children of all ages matter enormously. Families don’t need to be literacy experts to have meaningful conversations about books. Encourage parents and caregivers to ask simple questions like, “What did you think about that?”, “What surprised you?”, or “Does this remind you of anything?” This invites children to think critically and share their perspectives. Additionally, encourage families to keep conversations (about books as well as any other life topic or question!) going beyond a single exchange. After a child responds, adults can ask follow-up questions like, “Why do you think that happened?”, or “Tell me more about that,” or share their own thoughts to continue the dialogue. Extended back-and-forth conversation helps children elaborate on their thinking, making deeper connections, and developing more sophisticated comprehension skills. Invite families to connect over the media they already love, whether that's books, movies, news stories, social media posts, or song lyrics. These types of conversations build valuable comprehension skills while also demonstrating that adults genuinely value children’s ideas and interpretations. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Fourth, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"support families and caregivers in making storytelling and writing consistent and purposeful. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Oral storytelling is a powerful literacy practice that requires no materials or preparation. Research demonstrates that narrative skill at school entry predicts writing and reading comprehension up to ten years later (Spencer & Peterson, 2022). Encourage families to share stories from their own lives, cultural traditions, and family history. These types of narratives provide children with rich language experiences and model ways of structuring stories. Equally important, caregivers can also invite children to tell their own stories and help find authentic audiences for their writing. That might mean writing letters to faraway friends or relatives, creating birthday cards, composing emails to local officials about community issues, helping maintain a family blog, or writing reviews of books or games they enjoy. When children see the authentic ways that their words can inform, entertain, persuade, or connect with real people, writing feels like a truly meaningful form of expression. If you’re interested in thinking more about ways that oral language can support kids with writing both at school and home, we recommend checking out this earlier blog post on \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/oral-language-supports-writing-development-how-bolstering-conversations\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Bolstering Conversations to Build Power and Voice in Writing\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Finally, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"remind families and caregivers of the importance of modeling reading for pleasure. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Children learn from what they see, and if they rarely see the adults in their lives reading for enjoyment, the message they receive, however unintentional, is that reading is something that you stop doing once you finish school. Research shows that parents with strong reading skills who serve as constructive reading role models are more likely to raise children who excel in reading (Sénéchal & LeFevre, 2002; Yeo et al., 2014). Encourage caregivers to let children see them reading, whether that’s enjoying reading before bed, reading recipes to plan a family dinner, or getting absorbed in a magazine. When adults share what they are reading and why they find it interesting or important, they demonstrate that reading is a valuable, enjoyable, lifelong activity.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Interested in sharing these and other strategies for supporting literacy at home with families and caregivers? \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Check out these free printable resources: \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://drive.google.com/file/d/1uaRzRzGWZHayi_I-pxUInsZgkfO75Cxc/view?usp=sharing\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Five Practical Tips for Supporting Literacy at Home (Color)\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" | \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://drive.google.com/file/d/1QDapouOMh8v5vr1drNBK80FYYzZwC_Ec/view?usp=sharing\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Five Practical Tips for Supporting Literacy at Home (Black and White)\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" or this earlier blog post on \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/captivate-readers-of-all-ages-six-book-recommendations-that-span-genre-topic\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Six New Book Recommendations that Span Genre, Topic, and Form\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"If you’d like more tips on supporting at-home literacy, be sure to join and share our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/resources/supports-for-familes\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"FREE Online Family and Caregiver Workshop Series\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". You can also listen to our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://podcasts.apple.com/us/podcast/advancing-literacy-beyond-the-classroom/id1872188152\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Advancing Literacy Beyond the Classroom Podcast\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5yF0Jhu1FBlvPV3dFnsRUP/c27850281127175ccaf1e211541c78d9/Blog_Post_Literacy_Beyond_the_Classroom.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Literacy Beyond the Classroom: Strengthening Partnerships Between Teachers and Caregivers","publishedDate":"2026-02-24T00:00-05:00","createdAt":"2026-02-24T16:29:37.133Z","slug":"literacy-beyond-the-classroom-strengthening-partnerships-between-teachers","referenceItems":[{"byline":"Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014).","title":"On the importance of listening comprehension.","titleStyle":"Italic","trailingNote":null},{"byline":"Literacy Project Foundation. (2019)","title":"30 key child literacy stats parents need to be aware of.  Retrieved from https://literacyproj.org","titleStyle":null,"trailingNote":null},{"byline":"National Assessment of Educational Progress. (2023)","title":"NAEP reading report card.","titleStyle":"Italic","trailingNote":null},{"byline":"National Endowment for the Arts. (2022).","title":"Reading at risk: A survey of literary reading in America.","titleStyle":"Italic","trailingNote":null},{"byline":"Sénéchal, M., & LeFevre, J. (2002).","title":" Parental involvement in the development of children's reading skill: A five-year longitudinal study.","titleStyle":"Italic","trailingNote":null},{"byline":"Spencer, T. D., & Petersen, D. B. (2022).","title":"When children's storytelling says so much more.","titleStyle":null,"trailingNote":null},{"byline":"Yeo, L. S., Ong, W. W., & Ng, C. M. (2014).","title":"The relationship between parental beliefs on  \tliteracy development and the home literacy environment.","titleStyle":null,"trailingNote":null}]},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Reading books that celebrate and center Black Joy with young children is a vital way to counter narratives that focus solely on struggle and hardship in the Black experience. These stories showcase the everyday moments of happiness, creativity, family bonds, friendship, and achievement that are universal yet uniquely expressed through Black cultural perspectives. Black History Month, in particular, is a time to celebrate and honor Black Americans' histories, identities, and contributions. This month-long celebration originated in 1915 when historian, Carter G. Woodson, and minister, Jesse E. Moorland, founded the Association for the Study of Negro Life to research and promote the achievements of Black Americans and those of African descent. By the late 1960s, largely thanks to the Civil Rights Movement, many cities and college campuses began to recognize Black History Week, and by 1976 Black History Month became federally recognized. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\nWhen young children see characters who look like them experiencing joy, dreaming big dreams, and living full lives, it reinforces their sense of self-worth and limitless potential. In “Mirrors, Windows, and Sliding Glass Doors,” Dr. Rudine Sims-Bishop emphasizes, “When children cannot find themselves in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society…” Each of these books offers its own image of Black lives lived with joy and authenticity. And for children of all backgrounds, these books provide windows into the richness and diversity of Black life while highlighting our shared human experiences. By making these stories a consistent part of children's reading throughout the year—not just during Black History Month—we help nurture empathy, challenge stereotypes, and create a more inclusive understanding of what it means to thrive and find joy in today's world. Here are ten stories that share diverse and joyful Black experiences in ways that are accessible and engaging for children from pre-kindergarten through early elementary school. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Big\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Vashti Harrison \\n(Little Brown 2023) \\n\\nA luminous celebration of childhood dreams and unlimited potential, this heartwarming story follows a young Black girl who discovers the power of words to both hurt and heal as she navigates others’ perspectives of her body both on the playground and in ballet class. Through stunning illustrations and gentle prose, Harrison reminds every child that their aspirations can reach as high as the stars and that finding space to love your own body can empower and bring immeasurable joy. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"First There Was Me, Then There Was You\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Yvonne \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Sewankambo\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" \\n(Walker Books 2024)\\n\\nThis tender story explores the beautiful journey of growing from an only child to a big sibling, capturing the magic of friendship and connection. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Sewankambo\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" weaves a delightful tale that celebrates the joy of finding your perfect companion and the adventures that await when hearts unite.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Grandma and Me\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Carole Boston Weatherford \\n(Sourcebooks 2022) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this simple, yet beautiful book, children will step into the warm embrace of a special grandmother-grandchild relationship. Through shared moments and cherished traditions, this book beautifully captures the unique bond between generations and the joy of family love.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Harlem Grown: How One Big Idea Transformed a Neighborhood\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Tony Hillery \\n(Simon & Schuster 2020) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Based on a true story, this inspiring book shows how one man's vision transformed empty lots into thriving urban gardens. It's a powerful testament to community action, teaching children how small seeds of hope can grow into something magnificent that nourishes body and soul. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"I Am Every Good Thing\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Derrick Barnes and Gordon C. James \\n(Nancy Paulson Books 2020) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This exuberant affirmation of Black boyhood rings with confidence and joy. Through vibrant illustrations and powerful words, the book declares that Black boys are worthy, talented, and full of promise – they are indeed every good thing imaginable.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Me & Mama\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Cozbi A. Cabrera \\n(Simon & Schuster 2020) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Journey through a rainy day with a young girl and her mother in this intimate celebration of everyday moments. Cabrera's gorgeous illustrations and gentle narrative capture the profound beauty in simple shared experiences between parent and child.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"My Hair is Like the Sun\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by St. Clair Detrick-Jones \\n(Chronicle Books 2023) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"A radiant celebration of Black hair of all kinds, this book sparkles with self-love and pride. Through playful comparisons to natural wonders, it helps children see the beauty and magic of loving your body and your own unique features. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Saturday\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Oge Mora \\n(Little Brown 2019) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When things don't go as planned on their special mother-daughter Saturday, love and resilience shine through. This warmhearted story reminds us that even imperfect days can be filled with joy when we're with the people we love.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Saturday Morning at the Shop\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Keenan Jones \\n(Beach Lane Books 2025)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Experience the lively atmosphere and community spirit of a Black barbershop through a child's eyes. This vibrant story captures the cultural significance, warmth, and joy found in this cherished weekly ritual.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Your Name is a Song\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Jamilah Thompkins-Bigelow \\n(The Innovation Press 2020) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"After a teacher and peers struggle to correctly pronounce her name, a young girl seeks advice and comfort from her mother. In this book, readers will learn about the joy and musicality of everyone’s unique name and will uncover the importance of pronouncing names correctly. This book is a celebration of individuality and the power of names. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/3Kwk1NGTNIAxdsXLsrkgnG/dda271c8af4d1ceb2df523dd4ee75755/Celebrating_Black_Joy.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Ten Books Celebrating Black Joy","publishedDate":"2025-02-18T00:00-05:00","createdAt":"2025-02-18T20:01:36.302Z","slug":"ten-books-celebrating-black-joy","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"September 15, 2024 marked the beginning of National Hispanic Heritage month in the United States, marking an opportunity to deepen our understanding of the histories, contributions, and experiences of people from North, Central and South America, Spain, and the Caribbean. This month-long focus coinciding with the beginning of many of our school years sets us up for beautiful celebrations of life and culture that will extend far beyond the official culmination of the month on October 15.   \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As part of honoring Hispanic Heritage here are five incredible Latine authors who have recently published picture books that we’ll be sharing in elementary schools this month. These books each contain vibrant text and illustrations, beautifully weaving together some of the diverse knowledge, experiences, and language of communities. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The Coquíes Still Sing \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Written by Karina Nicole González, Illustrated by Krystal Quiles (Roaring Brook Press 2022)\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This 2023 Pura Belpré Honor Book, tells the story of a young girl, Elena, and her community as they rebuild in the aftermath of Hurricane Maria in 2017. This hopeful story celebrates the power of community resilience in the aftermath of a natural disaster and showcases the incredible strength of Puerto Rican communities. The colorful illustrations and sounds of the coquíes, native frogs of Puerto Rico, lets readers feel immersed and invested in this powerful story. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"María Mariposa \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Written\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Karla Arenas Valenti, Illustrated by Ana Ramírez González (Chronicle Books 2024) \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This beautifully illustrated book speaks to the experience of beginning again in a new and unfamiliar place. In this story, María has just moved to a new country. On her first day at her new school she discovers a butterfly perched on her windowsill, a gift from her home in Mexico. She carries the joy and magic of this gift with her to school, a reminder of who she is and her memories of home. Throughout the book, María works to discover how she can bring her memories, community, and personal identity with her into her new life. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Not a Monster \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Written by Claudia Guadalupe Martínez, Illustrated by Laura González (Charlesbridge 2023)\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Claudia Guadalupe Martinez’ new nonfiction book is sure to delight both animal lovers and fans of \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Minecraft\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" games. In this book she tells the story of the strange and wonderful axolotl. Kids will love learning all about this unique salamander that lives its whole life in the canals of Mexico City, including finding out about its habitat, life cycle, and the Aztec origin myth about the species. This book also works as a beautiful nonfiction mentor text, showcasing the power of translanguaging in an informational text. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Paletero Man \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Written by Lucky Diaz, Illustrated by Michah Player (Harper Collins 2021) \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Paletero Man\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" is a vibrant rhyming picture book, written by Latin Grammy-winning musician, Lucky Diaz. It follows a young boy as he searches his neighborhood for the Paletero Man with his cart of sweet cool treats. Trouble strikes when he finally catches up to the Paletero Man, only to find he has no money to buy a treat. With the help of his community, the day is saved. This book is a beautiful celebration of community and is sure to spark conversations about favorite neighborhood institutions and traditions.   Don’t miss the link to a recording of the song that inspired this story, found in the author’s note. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Plátanos Are Love \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Written by Alyssa Reynoso-Morris, Illustrated by Mariyah Rahman (Simon & Schuster 2023) \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this story of food, family, and community, Esme, her little sister, and her abuela come together to make tostones, maduros, and mangú. The pictures and words work together perfectly to create a cozy and delicious first person story that invites listeners and readers into Esme’s multigenerational kitchen. This book showcases Spanish words (unitalicized) for foods and cooking throughout, and the power of family food traditions, culture and history. \",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/QDhh8lB7PTphWQGInargQ/d451afa8f807d5523ceb03bd9178e116/Hispanic1.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Five Picture Books to Celebrate Hispanic Heritage Month ","publishedDate":"2024-10-01T00:00-04:00","createdAt":"2024-10-01T14:34:46.587Z","slug":"five-picture-books-to-celebrate-hispanic-heritage-month","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"We were so grateful to have the opportunity to return to India for a second writing institute in October 2024! Participants joined us from Mumbai and Delhi and had a range of expertise spanning prekindergarten through twelfth grade! We were in awe of their eagerness to step into a learning role and engage in both writing and teaching practices at the institute. It was incredible to experience the trajectory of writing across the elementary years throughout high school. Knowledge of what comes before and after strengthens educators' ability to impact the wide range of learners in front of them in any given grade or stage of development. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"As with our first Institute in Mumbai, held in February 2024 at the \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://globalcenters.columbia.edu/content/about-mumbai-center\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Columbia Global Center Mumbai\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", this institute could not have occurred without the support of Dalbir Kaur Madan. Delbir is the founder and lead educator at \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://oneuplibrary.com/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"One Up Library, Bookstore Studio and Learning Lab\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". Her commitment to developing lifelong readers and writers and her vision for best literacy practices for all students has led to this growing collaboration between Teachers College Advancing Literacy and schools across India. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"We are grateful to India Habitat Centre for hosting our learning. Their floral gardens and exquisite architecture provided a gorgeous backdrop, allowed us to recharge, and supported our learning.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This three-day institute centered on journalism, research-based opinion and argument writing, and graphic novels. Participants studied the structure, elaboration techniques, and craft of these genres through the use of mentor texts and developed coherent, explicit whole-class and small-group lessons. Oral rehearsal, multimodal writing, and writing conventions were featured as well as ways to harness AI for both teachers and students. Participants collaborated to plan for ways to bring best practices in writing into their curricula—IB, IGSCE, CBSE, and ICSE.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This institute was a powerful reminder to… \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"explore the kinds of writing that capture students’ attention, identify the ways it can strengthen students’ writing development, and incorporate it into your instruction. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"build in opportunities to prepare for writing - research, debate, talk. That is, orally rehearse the characteristics and structures of the genre, the specific word choice, and the linguistic syntax - writing doesn’t begin when you put pen to paper, it begins with the budding of an idea and time to rehearse a first draft in the air, with a partner as the audience.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"tap into the power of mentor texts - any type of writing can be within reach when you know how to mine a sample text inside a genre, and stylistically align yourself to creative techniques and clear goals. A few texts that we particularly enjoyed working with included Isabel Quintero’s \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.penguinrandomhouse.com/books/588648/my-papi-has-a-motorcycle-by-isabel-quintero-illustrated-by-zeke-pena/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"My Papi Has a Motorcycle\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Gene Luen Yang’s \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://thebookies.com/item/WTx59gC_B6EFOD21XIVkdQ/lists/LspSdDHvaXrI/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Dragon Hoops\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\",\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"and the \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.penguinrandomhouse.com/series/SQU/comics-squad/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Comics Squad series\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" from Penguin Random House. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"always keep learning and engaging the larger professional communities of literacy learning. Two texts we utilized across the days of learning included, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.heinemann.com/products/e12043.aspx\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"The Civically Engaged Classroom: Reading, Writing and Speaking for Change\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" by Mary Ehrenworth, Marc Todd, and Pablo Wolfe. We relied upon this text to launch our work around research-based argument writing - it was important to acknowledge our biases, build background knowledge and read closely and critically before developing a stance and supporting it with strong evidence. \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.thewritingrevolution.org/about/the-book/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Judith C. Hochman and Natalie Wexler served as a guide for thinking through how to ​​teach grammar and conventions instruction in meaningful and connected ways. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"For all who engaged in our learning in New Delhi, we are inspired by your dedication and can’t wait to see how you take this learning back to your schools. We hope you will continue to share your learning with us and with each other and that we’ll see you again soon. Thank you, धन्यवाद. \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Interested in learning with us at future institutes? \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Check out our upcoming \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/developing-early-literacy-skills-through-play-drama-and-songs-pre-k-k\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Developing Early Literacy Skills through Play, Drama, and Songs Pre-K - K Institute\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" in New York City in February and our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/teaching-writing-in-small-groups-honing-instructional-practices-for-teachers\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Teaching Writing in Small Groups: Honing Instructional Practices, for Teachers and Literacy Coaches Institute\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" in San Jose, CA in February.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Can’t make it to New York or California? We’d love to study with you online. We are currently enrolling in synchronous focused-topic courses on \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/digital-literacies-and-ai-exploring-the-possibilities-of-digital-tools-for\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Using AI and Digital Literacies to Support Reading and Writing\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"; \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/close-reading-to-support-decoding-fluency-and-comprehension-scaffold\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Close Reading to support Decoding, Fluency, and Comprehension\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"; \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/responsive-grammar-and-conventions-instruction-deepen-grammar-knowledge\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Responsive Grammar and Conventions Instruction\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"; and \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events?grades=&location=all&institute=true&oneDayConference=true&courses=true\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"more\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" as well as our asynchronous \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/foundational-reading-skills-online-modules\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Foundational Reading Skills Modules\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5rlBNVKjgpU1M2PHZeaU33/548b432e11e7c43c1a0b6a58b038f12e/Delhi_Blog_Post_1.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Global Literacy Partnerships: A Visit to One Up Library in Gurugram","publishedDate":"2024-12-05T00:00-05:00","createdAt":"2024-12-05T17:05:04.072Z","slug":"heather-burns-dalbir-kaur-madan-and-beth-hickey-sitting-inside-one-ups","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Have you ever watched students work their way through a challenging text, dutifully annotating, underlining, and circling exactly as they've been taught, yet still struggle to grasp the main idea or deeper meaning? Leading to the big question—if kids are using the strategies that we’ve taught, what’s missing?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This post explores why close reading and knowledge building must work together and why the answer to this common problem of practice isn’t simply more strategy instruction. Let’s consider two classrooms that highlight this difference.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Knowledge and Close Reading in Action\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Imagine that the third graders in classroom A are studying famous American scientists. In one classroom, students lean over a passage about Mae Jemison's early science fair project, pencils poised to annotate. \\\"Circle unfamiliar words,\\\" the teacher reminds them. \\\"Underline the main idea.\\\" Students dutifully mark their texts, noting that Mae did a science project, worked in a lab, and won a prize. During discussion, responses remain surface-level. The teacher grows frustrated—they've practiced these annotation strategies all year.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Down the hall, in classroom B, before reading the same Mae Jemison passage, students have spent a few minutes building knowledge about barriers facing women in STEM during the 1970s, the significance of sickle cell anemia in African American communities, and the challenges of accessing professional research facilities as a teenager. Now, as they annotate, their pencils fly. Margin notes read: \\\"She chose HER community's disease—personal!\\\" and \\\"A Black girl taken seriously in a lab in the 70s = rare.\\\" The discussion explodes with insights about breaking barriers, community-focused research, and validation.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"While the passage selected for close reading in both classrooms was rigorous and engaging, the level of student engagement and learning outcomes were vastly different. This contrast illustrates what research has confirmed: background knowledge accounts for 30-40% of reading comprehension variance (Cervetti & Hiebert, 2015).\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Why This Matters\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Close reading strategies—annotating, re-reading, asking text-dependent questions—are essential tools in our instructional repertoire. As Saccomano (2014) notes, \\\"Close reading strategies help students read to uncover layers of meaning that lead to deep comprehension.\\\" However, Willingham (2006) also reminds us that comprehension strategies have limited impact without adequate knowledge.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Without background knowledge, students see only surface details: \\\"Mae did a science project. She worked in a lab. The lab director helped Mae. She won the science fair.\\\" With appropriate context, the same passage becomes rich with meaning: \\\"Mae chose to research a disease affecting her own community. She broke barriers by gaining access to a professional research lab as a teenager. An adult in STEM took Mae, a young Black woman, seriously, which was not typical in the 1970s.\\\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The background knowledge students bring to the text helps them to use their reading strategies more meaningfully, supporting deeper comprehension.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Making Knowledge Building and Close Reading Work Together\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Fisher and Frey (2014) emphasize that close reading must be purposeful and tied to building understanding, not just skill practice. Thoughtful planning and instruction can help to make knowledge building and close reading mutually reinforcing practices.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Before the Lesson\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Build systematic background knowledge across the year, not just immediately before reading\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Select close reading texts with cross-curricular content connections in mind\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Curate text sets rather than individual texts to develop knowledge progressively\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Ask: “Do students have enough background knowledge to analyze this text deeply? What knowledge building needs to happen before this close reading lesson?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Consider what type of knowledge students will need to build\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Content Knowledge\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Topic-specific facts\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Historical context\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Scientific concepts\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Geographic information \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Cultural background\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Text Knowledge \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Genre conventions\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Text structure patterns\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Literary/ rhetorical devices \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Format or graphic features \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Vocabulary \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Tier 2 vocabulary \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Domain-specific terms\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Words with multiple meanings\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Figurative languages\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Connective language (thus, although)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"World Knowledge \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How systems work (e.g. governments, ecosystems)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Life experiences (family structures, religious conventions)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Social/ cultural norms\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Current event connections \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Essential Knowledge = Students CANNOT comprehend the text without it\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Central concepts that the entire text depends on\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Vocabulary that appears repeatedly or is crucial to meaning \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Context is needed to understand the author’s perspective \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Nice-to-Know = Enriches understanding but isn’t required \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Interesting background details\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Vocabulary that can be determined from context \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"As you plan your next close reading, consider these next steps:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Audit your text selections\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": Do they build knowledge cumulatively, or are they isolated readings?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Front-load strategically\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": What knowledge do students need to access the deeper meaning in your chosen texts?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Create text sets\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": Group texts thematically or by content area to develop expertise over time.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Observe with a knowledge lens\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": When students struggle with close reading, ask whether it's a strategy issue or a knowledge gap.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Think cross-curricularly\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": Select close reading texts that reinforce science, social studies, and other content areas.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Close reading and knowledge building aren't competing priorities, but instead are two vital aspects of purposeful instruction with complex texts. When we build students' background knowledge systematically and purposefully, we give them the foundation to engage in the deep, analytical thinking that close reading demands. The strategies matter, but they matter most when students have something meaningful to think about.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"This post is based on content from \\\"The Intersection of Knowledge Building and Close Reading,\\\" a presentation delivered by Molly Picardi and Kristin Smith at the October 2025 Teachers College Advancing Literacy conference for school and district leaders. To learn more about this and similar topics, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events?grades=&location=all&institute=true&oneDayConference=true&courses=true\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"explore our upcoming events.\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/6NKRHN1ITqNTYz9tMusG4j/65a3ad08c437c10ea7c3bb067ae49d46/Close_Reading_Instruction_-_Dec_2025.jpg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"The Missing Piece in Close Reading Instruction: Background Knowledge","publishedDate":"2025-12-08T00:00-05:00","createdAt":"2025-12-08T16:24:04.487Z","slug":"the-missing-piece-in-close-reading-instruction-background-knowledge","referenceItems":[{"byline":"Cervetti, Gina, and Elfrieda H. Hiebert.","title":"“Knowledge, Literacy, and the Common Core.” Language Arts,","titleStyle":"Italic","trailingNote":"vol. 92, no. 4, Mar. 2015, pp. 256–69, https://doi.org/10.58680/la201526914."},{"byline":"Fisher, Douglas, and Nancy Frey.","title":"“Close Reading as an Intervention for Struggling Middle School Readers.” Journal of Adolescent & Adult Literacy,","titleStyle":"Italic","trailingNote":"vol. 57, no. 5, 2014, pp. 367–76, https://doi.org/10.1002/jaal.266."},{"byline":"Saccomano, Doreen. ","title":"Texas Journal of Literacy Education.","titleStyle":"Italic","trailingNote":"Volume 2, no. Issue 2, 2014, pp. 140–47, https://files.eric.ed.gov/fulltext/EJ1110947.pdf."},{"byline":"Willingham, Daniel T.","title":"How Knowledge Helps.","titleStyle":"Italic","trailingNote":"18 July 2023, https://www.aft.org/ae/spring2006/willingham."}]},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Kids arrive at school brimming with ideas and stories. As they tumble into classrooms, their daily conversations with classmates and teachers serve as a powerful rehearsal for writing. They share stories, offer opinions, and teach each other new things—all essential elements of communication. Writing, much like conversation, is an expressive tool for conveying thoughts, ideas, and experiences. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Oral Language is a Key Component of Successful Writing \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Translating ideas from our minds to the page is a complex process. To understand this complexity, it’s helpful to consider frameworks and writing models like \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Writing Rope\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (Sedita, 2019). In this framework, Sedita illustrates that developing powerful young writers requires attention to several key areas:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Critical Thinking\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Syntax\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Text Structure\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Writing Craft\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Transcription\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The integration of these five strands is a challenging task that places a significant cognitive load on the brain. As educators, parents, and caregivers, our role is to remove barriers and create supportive, purposeful opportunities for students to engage in the writing process. We can do this by providing scaffolds, teaching specific skills, and encouraging students to work through productive struggle.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Bolstering oral language development is a necessary and effective way to support young writers. Studies have shown that strong oral language skills, combined with transcription skills, directly improve the quality of a student's writing (Kent et al., 2014). Oral language provides a foundational scaffold that students can use to build their writing skills before, during, and after they write.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Talk Before Writing to Support Idea Development and Organization\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Whether students are writing in school or at home, in the literacy block or in math, encourage them to talk before they write. Talking, or oral rehearsal, helps people generate and develop their ideas, sparking more of what they want to say. When they can focus purely on the message, without worrying about spelling or punctuation, their language and ideas flow more freely. This pre-writing process reduces the cognitive load on the brain, freeing up mental energy so the student can focus on the complex task of putting words onto the page after they have had a chance to rehearse through talk or conversation.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\" Some effective ways to coach writers to use \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"oral\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"rehearsal \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"include:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Use Visual Prompts: Visuals provide a concrete foundation for idea generation. Looking at photographs or pictures together helps to spark memories and stories about family or school experiences. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Introduce Organizers: Encourage kids to tell stories, share information, or make arguments using their hands or fingers to mentally organize each part of what they want to say. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Prompt and Probe: Simply ask children to tell you as much as they can about what they want to write. Use open-ended prompts such as, “Say more about that,” or “That sounds interesting, keep going.”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Ask Clarifying Questions: Use questions to encourage reflection and expansion. Asking questions such as, “Why...?” or “Can you explain that again?” helps kids clarify and elaborate on their thoughts and ideas.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Whether they use images, their hands, or extended conversations, all of these tools help kids discover and structure what they have to say.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Talk During Writing: Support Idea Development, Clarity, and Precision in Writing\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Oral language is equally valuable during the drafting process. As a writer puts ideas onto the page, the cognitive load escalates—the brain must simultaneously choose (and spell!) precise words, construct grammatical sentences, and build cohesive paragraphs. Using talk and conversation while writing is a key component to remove these complex barriers.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Here are effective ways to coach writers to use talk and conversation \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"as they\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" write:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Verbalize Sentences: Ask students to verbally say the sentence they want to write several times, in advance. This practice helps them find the most precise words and refine the syntax before they attempt to put words on the page.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Read Aloud Frequently: Encourage kids to frequently reread what they have written, especially out loud. Hearing their work allows them to catch missing ideas, recognize awkward phrasing, and often generates new thoughts to add or expand upon.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Build a Culture of Collaboration: Writing partnerships can change the learning culture. Collaboration enhances relationships and promotes a sense that learning belongs to the entire community (Hammond, 2015), making the rigorous task of writing less isolating and more supportive. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Talk After Writing: Support Revision, Self Assessment, and Reflection\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Conversation remains a powerful tool even when a draft is “finished”. Talking about a completed piece helps a writer break down the many aspects of their work and gain valuable insight into their process and learning.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Reflecting on their work allows writers to assess their progress and set new goals. Asking writers to name their intentions—“I tried to make this part funny,” or “I wanted people to see how important ____ is.” This promotes metacognition and helps young writers get a sense of when and where their work will benefit from revision. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Here are effective ways to coach writers to use talk and conversation \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"after\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" they write:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Reflect on Intent and Learning: Ask questions that help the writer reflect on their original goals:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“What were you trying to show or teach in this piece of writing?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“What did you learn during the process, and what do you want your reader to walk away with?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Talk Through Key Parts: Engage the writer in a discussion about specific sections to encourage self-assessment:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“Let’s talk about the part that is most important to you.”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“Which section do you think needs more work?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Focus on Craft and Language: Ask the writer to read one sentence aloud and explain their choices:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“Why did you use the word ‘rushed’ instead of ‘went fast’?” This prompts reflection on vocabulary and craft.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“What details are important to include?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Talk Through Revision Ideas: Shift the focus from critique to possibility by discussing options:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“What are two or three different ways this piece could end?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"“Where could a new detail be added to make the message clearer?”\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Share Reader Impact: Have a conversation about what you, as the reader, learned or gained from the writing. Discussing the work from a reader’s perspective helps the writer see how their ideas impact others and strengthens the connectedness between writer and audience.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When we intentionally integrate talk before, during, and after writing, we help students utilize and develop their oral language skills that, in turn, support the complex demands of writing. This practice helps kids see the great potential in their voice and ideas, building both skills and confidence. By engaging as learning partners, peers, teachers, family members, and caregivers, we strengthen the bonds that foster a collaborative learning community. Writing is, ultimately, an expressive tool that allows students to share their unique perspectives, knowledge, feelings, experiences, and humanity with the world, which in turn has the power to bring people closer together.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"References\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"\\nHammond, Zaretta, and Yvette Jackson. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Culturally Responsive Teaching and The Brain: Promoting Authentic \\n     Engagement and Rigor among Culturally and Linguistically Diverse Students\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Corwin, 2015.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Kent, Shawn, et al. “Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading,\\n      Transcription, and Oral Language.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Reading and Writing\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 27, no. 7, 2014, pp. 1163–88,\\n      \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://doi.org/10.1007/s11145-013-9480-1\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://doi.org/10.1007/s11145-013-9480-1\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Sedita, Joan. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Writing Rope\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Paul H. Brookes Publishing Co, 2023.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Tierney, R. J., & Shanahan, T. (1991). Research on the reading–writing relationship: Interactions, transactions, and\\n     outcomes. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Handbook of reading research, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Vol. 2, pp.\\n     246–280). Lawrence Erlbaum Associates, Inc.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"York, Carnegie Corporation of New. “Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle\\n     and High Schools.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Carnegie Corporation of New York\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", \\n     https://www.carnegie.org/publications/writing-next-effective-strategies-to-improve-writing-of-adolescents-in- \\n     middle-and-high-schools/. Accessed 15 Oct. 2025.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7hHh7tLK6o21Hu0yLYAm8O/304f3c9237cea85133ac9473b45f5e00/Blog_Post_-_Oral_Language_Oct_2025.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Oral Language Supports Writing Development:  How Bolstering Conversations Builds Power and Voice","publishedDate":"2025-10-28T00:00-04:00","createdAt":"2025-10-28T13:24:42.518Z","slug":"oral-language-supports-writing-development-how-bolstering-conversations","referenceItems":[{"byline":"Hammond, Zaretta, and Yvette Jackson","title":"Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students","titleStyle":"Italic","trailingNote":"Corwin, 2015"},{"byline":"Kent, Shawn, et al.","title":"“Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading, Transcription, and Oral Language.”","titleStyle":"Italic","trailingNote":"Reading and Writing, vol. 27, no. 7, 2014, pp. 1163–88, https://doi.org/10.1007/s11145-013-9480-1."}]},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Looking for new books to read with your children? Searching for new titles for your partnerships and book clubs? Drawing upon the research of Rudine Sims Bishop, we know that reading is more than decoding words; it's an opportunity for mirrors of reflection and windows into new perspectives. Finding the right books for the readers in your life can ignite passions, curiosity, and imagination. Well-chosen books, shared with care and in community, can help to build a lifelong love of reading (Bishop, 1990).\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The launch of \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Advancing Literacy Beyond the Classroom: Workshops for Families and Caregivers \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"on September 17, 2025 featured recommendations from the team at Teachers College Advancing Literacy about a variety of ways to support literacy development outside of the school day and recommended new titles across genre and form to appeal to a range of readers. These books can be read aloud to kids or suggested for independent reading with friends and family.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As author Kwame Alexander advises in \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"How to Read a Book\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", “Don't rush though: your eyes need time to taste. Your soul needs room to bloom.” The notable authors and illustrators of the titles listed below have created books that will encourage readers to take their time and will make their souls bloom. Enjoy!\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Picture Books\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Bud Finds Her Gift\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Robin Wall Kimmerer and Illustrated by Naoko Stoop \\n(Harper Collins 2005)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This story is a beautiful reminder that the world, nature, and humanity all have precious gifts to share. Robin Wall Kimmerer captures a young girl's journey of appreciation for the natural world. Guided by her Nokomis (grandmother), she learns to see these gifts and contribute to a healthy world for all.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"A scientist, professor, and enrolled member of the Citizen Potawatomi Nation, Robin Wall Kimmerer is also the author of the popular adult book \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Braiding Sweetgrass\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", which has been adapted for young adults by Monique Gray Smith.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Life After Whale: The Amazing Ecosystem After a Whale Fall \",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Lynn Brunelle and Illustrated by Jason Chin \\n(Harper Collins 2025)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Life After Whale: The Amazing Ecosystem After a Whale Fall\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" reveals, through beautiful illustrations by Jason Chin and lyrical text by Lynn Brunelle, the ways the lives of other organisms are nurtured and sustained after a whale passes away. It is a powerful reminder of the cycle of life and the interconnectedness of all living things on Earth.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Lynn Brunelle is a scientist, former teacher, and writer for the television show \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Bill Nye the Science Guy\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". She is passionate about STEAM and nonfiction. Jason Chin is a Caldecott Medalist and author of several nonfiction picture books.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Middle Grade Novels\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"J vs K\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Jerry Craft and Kwame Alexander \\n(Little Brown Books for Readers 2025)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Drama unfolds in the middle grade graphic novel \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"J vs K,\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"when\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"J, an artist, competes with K, a writer to win a storytelling competition. The collaborative team of Jerry Craft and Kwame Alexander has created a funny and engaging book that is sure to draw readers into the drama, wondering which form—art or writing—will win? \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Jerry Craft is the author of the award-winning graphic novel series \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The New Kid\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Kwame Alexander is the author of many books, including the award-winning novel-in-verse \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Crossover\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Max in the House of Spies: A Tale of World War II\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Adam Gidwitz \\n(Dutton Books for Young Readers 2024)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"From celebrated series author Adam Gidwitz comes the first book in a new duology, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Max in the House of Spies\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". This middle grade historical fiction novel follows a young Jewish boy from Germany to London on the eve of WWII. Determined to return to his family in Berlin, if only Max can convince the British to make him a spy…\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Adam Gidwitz is a writer, podcaster, teacher, and dad. He is the author of several series for kids and the creator of the popular podcast, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Grim, Grimmer, Grimmest\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Young Adult Literature\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Rising from the Ashes: Los Angeles, 1992. Edward Jae Song Lee, Latasha Harlins, Rodney King, and a City on Fire\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Paula Yoo \\n(Norton Young Readers 2024)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This young adult nonfiction book provides a compelling account of the 1992 Los Angeles uprising, following the Rodney King trial. Based on over 100 interviews with families and community members, author Paula Yoo explores the profound impact of the events on both the Korean and Black communities in Los Angeles. Yoo’s beautifully written account not only teaches and engages readers, but also inspires compassion.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Paula Yoo is an award-winning author of several books for young people. As a former journalist, screenwriter, and musician, she brings a deep knowledge of history and research to her writing. Through her work, she shares the lives of important figures, capturing their humanity and community impact. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Sisters in the Wind\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Angeline Boulley \\n(Henry Holt and Co. 2025)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"New York Times\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" bestselling author, Angeline Boulley, brings to life the journey of Lucy, a teenager placed in foster care after the death of her white father. Across this young adult novel, Lucy learns about herself, as well as her family history and Ojibwe heritage. Readers learn about the Indian Child Welfare Act and the laws intended to protect indigenous children in the United States. If you listen to the audiobook you will be able to hear the Ojibwe language. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Angeline Boulley is an enrolled member of the Sault Ste. Marie Tribe of Chippewa Indians. She has had a long career in Indian education from local to national levels, including serving as the Director for the Office of Indian Education at the U.S. Department of Education. Boulley’s earlier young adult novels, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Firekeeper’s Daughter \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"and\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" Warrior Girl Unearthed,\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" are equally beautiful and powerful.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We will continue to share recommendations for \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Advancing Literacy Beyond the Classroom\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" - including relevant research, practical suggestions for support outside the school day, and additional book recommendations at our upcoming free virtual workshops on October 8, October 22, and October 29. Join us!\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This blog post is part of our ongoing commitment to celebrating diverse voices in children's literature. For more resources on inclusive literacy practices:\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/ten-books-celebrating-black-joy\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Ten Books Celebrating Black Joy\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\",\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/black-history-month-great-new-biographies\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Great New Biographies for Black History Month\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\",\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/five-fantastic-chapter-books-to-celebrate-native-american-heritage-month\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Five Fantastic Chapter Books to Celebrate Native American Heritage Month\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\",\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/five-picture-books-to-celebrate-hispanic-heritage-month\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Five Picture Books to Celebrate Hispanic Heritage Month\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", and\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/mirrors-windows-and-sliding-glass-doors-celebrating-arab-american-heritage\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Mirrors, Windows, and Sliding Glass Doors: Celebrating Arab American Heritage Month Through Literature\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"References\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Alexander, Kwame, and Jerry Craft. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"J vs. K\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition., Little, 2025.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Alexander, Kwame, and Melissa Sweet. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"How to Read a Book\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition., Harper, 2019.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Bishop, Rudine Sims. \\\"Mirrors, Windows, and Sliding Glass Doors.\\\" \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Perspectives: Choosing and Using Books for the\\n    Classroom\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 6, no. 3, 1990, pp. Ix–xi.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Boulley, Angeline. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Sisters in the Wind\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition., Henry Holt and Company, 2025. Good Morning America Book\\n    Club.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Brunelle, Lynn, and Jason Chin. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Life after Whale: The Amazing Ecosystem of a Whale Fall\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition., Holiday\\n    House, 2024.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Gidwitz, Adam. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Max in the House of Spies: [A Tale of World War II]\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Dutton Children’s Books, 2024. Gidwitz, Adam.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Kimmerer, Robin Wall, and Naoko Stoop. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Bud Finds Her Gift\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition, Allida, 2025.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Yoo, Paula. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Rising from the Ashes: Los Angeles, 1992 : Edward Jae Song Lee, Latasha Harlins, Rodney King, and a\\n    City on Fire\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". First edition., Norton Young Readers, 2024.\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/4PUpCQE7ug8NbrztXfSixK/28fbbfc44ef33846ec0367459cc861b1/Blog_Post_10.3.2025.jpg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Captivate Readers of All Ages: Six Book Recommendations that Span Genre, Topic, and Form","publishedDate":"2025-10-06T00:00-04:00","createdAt":"2025-10-06T11:59:57.357Z","slug":"captivate-readers-of-all-ages-six-book-recommendations-that-span-genre-topic","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"All children deserve to see themselves, their families, and their communities reflected in the books they read at school. This Pride Month, we’re thinking about representing the full spectrum of family structures and identities in children’s lives inside and outside of schools. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Inclusive literature in elementary education serves as mirrors for some students, reflecting their own experiences and validating their families, while acting as windows for others, offering glimpses into lives different from their own (Bishop, 1990). When students see diverse families celebrated in literature, they learn that there are many ways to be a family, many ways to belong, and that all people deserve to be loved and cared for. When we include stories about families with two moms, two dads, or other diverse configurations, we send a clear message that all families are valued and respected in our classroom community. This inclusivity benefits not only students from LGBTQ+ families but also their classmates, who learn empathy and acceptance through exposure to different experiences.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Why LGBTQ+ Themed Books Matter in the Elementary Classroom\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Educational research shows significant differences in peer acceptance when an inclusive curriculum is present. 75.2 percent of LGBTQ+ students in schools with an inclusive curriculum reported their peers were accepting of LGBTQ+ people, compared with only 39.6 percent of those without an inclusive curriculum(Hermann-Wilmarth & Ryan, 2019). Here's why these books are essential:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"1. Building Empathy and Understanding:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" Young children are naturally curious about differences. With positive representations of diverse families and people, these books help children develop emotional intelligence, teach them that different doesn't mean wrong, and that there are many beautiful ways to create a loving family.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"2. Supporting Students with LGBTQ+ Family Members:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" Seeing their family structure represented in classroom literature can be transformative for students in families with LGBTQ+ family members. This representation helps them feel validated, safe and included in the classroom community.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"3. Normalizing Diverse Family Structures:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" All students benefit when we expand their understanding of what constitutes a family. Early exposure to diversity through literature helps children develop acceptance and respect for all types of families, including:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Single-parent households\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Grandparents, Aunts/Uncles as primary caregivers\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Adoptive families\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Same-gender parent families\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Blended families\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"4. Preventing Bullying, Homophobia, and Stereotyping through Education:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" When children understand and appreciate diversity from an early age, they're less likely to target others for being different. Pride-themed books provide natural opportunities to discuss kindness, acceptance, and respect for all people, creating classroom cultures where bullying is less likely to take root. Research on social support for LGBTQ+ youth in schools demonstrates the importance of creating affirming environments that promote resilience and positive outcomes for all students, and the inclusion of a wide range of books from the start can help combat homophobia and stereotyping. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"5. Meeting Educational Standards:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" These books help educators address important social-emotional learning standards that emphasize:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Understanding diverse perspectives\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Developing empathy\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Building positive relationships with others\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Character education goals\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Recommended Titles:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Not all books are created equal, and choosing high-quality Pride-themed picture books requires careful consideration of many factors, including:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Strong, authentic storytelling\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" with engaging plots and well-developed characters that draw readers in, avoid stereotypes, and represent intersectional diversity, including families of different races, cultures, and socioeconomic backgrounds. These texts prioritize authorship from own-voices creators that lends authenticity to the identities shared and stories told in the text.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"High-quality illustrations\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" that enhance the narrative, provide visual interest, and convey emotions effectively\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Age-appropriate language and content\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" that is accessible to and appropriate for K-5 students. These texts offer discussion opportunities to spark thoughtful conversation about family, diversity, and acceptance. These stories can integrate into work on social studies, character education, and social-emotional learning goals. Content is focused on universal themes that all children will be able to relate to regardless of their family structure. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\\n\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"My Mommies Built a Treehouse \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Gareth Peter (2023), Lantana Publishing \\nRecommended for Grades PK-3\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this delightful adventure for younger readers, two moms and their child work together to build the perfect treehouse. This simple, rhyming story celebrates family love, teamwork, and the joy of creating something special together. With charming illustrations and a focus on everyday family moments, readers will see how love makes every family strong. Perfect for showing young children that families come in many beautiful forms.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Marley’s Pride \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Joëlle Retener (2024) Barefoot Books \\nRecommended for Grades PK-4\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Marley, a nonbinary child, discovers the magic of Pride as they explore what it means to celebrate who you are and take on their anxieties about crowds and loud noises to see their Zaza receive an award at the local Pride celebration. This vibrant story introduces young readers to Pride traditions while emphasizing acceptance, joy, and community. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Marley’s Pride \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"is a Stonewall Children’s Honor Book, ALA Rainbow Booklist top title, and has received a starred Kirkus review. It makes for an excellent introduction to Pride Month that focuses on love, acceptance, and being proud of yourself and others.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Circle of Love \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Monique Gray Smith (2024) Heartdrum \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades PK-3 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Molly welcomes readers into her circle of love at the Intertribal Community Center, where she introduces the people she knows and loves: her grandmother and her grandmother's wife, her uncles and their baby, her cousins, and treasured friends. Through the Cree concept of tawâw—meaning \\\"there is always room\\\"—this warm-hearted story celebrates Indigenous joy, intergenerational connection, and chosen family. Via tender prose and radiant artwork, Cree/Lakota author Monique Gray Smith and illustrator Nicole Neidhardt show how there is always room for others in our lives, creating a loving environment with plentiful queer representation. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Circle of Love\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" makes for an excellent introduction to Indigenous culture, inclusive community, and the beautiful truth that love comes in many forms.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"What I Must Tell the World: How Lorraine Hansberry Found Her Voice \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Jay Leslie (2024) Zando-Hillman Grad Books \\nRecommended for Grades K-4 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This inspiring biography introduces young readers to Lorraine Hansberry, the groundbreaking playwright who used her voice to fight for justice and equality. Students will learn how Hansberry overcame barriers as both a Black woman and LGBTQ+ person to create powerful stories. The book shows how finding your voice can change the world and inspire others. Perfect for teaching about intersectionality, courage, and the power of storytelling. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"What I Must Tell the World \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"is a Stonewall Children’s Honor Book, and has received a starred Booklist review.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Strong\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Rob Kearney & Eric Rosswood (2022), Hachette Book Group \\nRecommended for Grades K-5\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this autobiography, readers will meet Rob, the world's first openly gay strongman, who shows that being yourself is the greatest strength of all. This empowering story demonstrates that you can be both tough and tender, athletic and authentic. In this 2023 Stonewall Children’s Award-winning book, children learn that true strength comes from embracing who you are completely. An inspiring tale that breaks stereotypes and celebrates the many ways to be strong and proud.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Granddad’s Camper \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Harry Woodgate (2021), Little Bee Books \\nRecommended for Grades K-2 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"A grandchild helps restore Granddad's old camper and discovers beautiful memories of Granddad's life with his late husband. This gentle story shows how love stories continue even after loss and how memories keep our loved ones close. The warm illustrations and tender storytelling make this perfect for discussions about different types of families and relationships. This 2022 Stonewall Children’s Book winner is a touching celebration of love, memory, and the special bond between grandparents and grandchildren.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"When Aidan Became a Brother \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Kyle Lukoff (2019), Lee & Low Books \\nRecommended for Grades PK-3 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this 2020 Stonewall Children’s Book Award-winning text, Aidan, a transgender boy, is excited to become a big brother, but he worries about making everything just right for his new sibling. This gentle story shows how families support each other through changes and new beginnings. With warmth and authenticity, it demonstrates how love and acceptance help families grow stronger together. An important book for showing children that every family member deserves love and support for who they are.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Pride: The Story of Harvey Milk and the Rainbow Flag \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Rob Sanders (2018), Random House Books for Young Readers \\nRecommended for Grades K-4 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Discover the inspiring story of Harvey Milk and how the iconic rainbow flag became a symbol of Pride and hope. This accessible biography shows how one person's courage and vision can create lasting change for an entire community. Young readers will learn about the historical significance of Pride symbols while understanding messages of equality and acceptance. Perfect for introducing elementary students to LGBTQ+ history and the ongoing fight for equal rights.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Glenn Burke, Game Changer: The Man Who Invented the High Five\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Phil Bildner (2024), Macmillan Publishing \\nRecommended for Grades 1-5 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Meet Glenn Burke, the baseball player who not only invented the high five but also broke barriers as one of the first openly gay professional athletes. This engaging biography celebrates Burke's athletic achievements while highlighting his courage in being authentic in a challenging environment. Students will be amazed to learn the origin of such a common celebratory gesture while learning about perseverance and pride. An excellent way to connect sports history with LGBTQ+ history and show how being yourself can inspire others.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"References\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Bildner, P. (2024). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Glenn Burke, game changer: The man who invented the high five\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Macmillan.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Perspectives: Choosing and \\n\\tUsing Books for the Classroom, 6\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"(3), ix-xi.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Hermann-Wilmarth, J., & Ryan, C. (2019). Reading and teaching the rainbow. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"American \\n\\tEducator\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", 43(2), 4-9.\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.aft.org/ae/spring2019/hermann-wilmarth_ryan\"},\"content\":[{\"data\":{},\"marks\":[],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://www.aft.org/ae/spring2019/hermann-wilmarth_ryan\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Leslie, J. (2024). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"What I must tell the world: How Lorraine Hansberry found her voice\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". \\n\\tZando-Hillman Grad Books.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Lukoff, K. (2019). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"When Aidan became a brother\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Lee & Low Books.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Peter, G. (2023). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"My mommies built a treehouse\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Lantana Publishing.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Retener, J. (2024). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Marley's pride\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Barefoot Books.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Rosswood, E., & Kearney, R. (2022). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Strong\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Hachette.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Sanders, R. (2018). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Pride: The story of Harvey Milk and the rainbow flag\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Random House Books \\n\\tfor Young Readers.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Smith, M. (2024). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Circle of love\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Heartdrum Books. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Woodgate, H. (2021). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Granddad's camper\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Little Bee Books.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5fbzBxiyVTHzsXw6x9HR9v/d7a81780edb77dca2655d972ec1b2614/Pride_Blog_Post.jpg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Happy Pride Month! - Picture Books to Help Celebrate Pride in the Elementary Classroom","publishedDate":"2025-06-18T00:00-04:00","createdAt":"2025-06-18T20:09:40.527Z","slug":"happy-pride-month-five-picture-books-to-help-celebrate-pride-in-the","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"On May 12, we had the pleasure of hosting a free Community Learning Day for Educators on \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Multilingualism, Multiliteracies, & Culturally Responsive Teaching Practices \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"alongside Teachers College Professors: Dr. Kay James, Dr. María Paula Ghiso, Dr. Patricia Martínez-Álvarez; the Office of the Vice President for Diversity & Community Affairs; and the whole Advancing Literacy Team.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"One standout moment of the day was a workshop titled, \\\"Reading in the Brain: The Neuroscience of Reading and Multilingualism\\\" led by Dr. Kay James, Director of the Graduate Program in Neuroscience and Education at Teachers College, alongside Alexandra Roman, the Director of Multilingual Learning at Teachers College Advancing Literacy. This workshop was a powerful reminder of what happens when research science meets classroom expertise in an atmosphere of collaboration. Both presenters worked seamlessly together to bridge hefty neuroscience research with practical classroom applications. Here are a few key takeaways from our time together.\\n.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Understanding How the Brain Processes Language and Reading:\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nDr. James began by sharing information about how the brain processes language and the implications for what happens in the bilingual brain (or multilingual, as the case may be) when the brain is navigating more than one language. Some notable insights include:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The human brain uses language networks, which have evolved to connect brain regions that specialize in related functions. For example, Wernicke’s area, which processes speech sounds and meanings, works alongside Broca’s area, this allows for speech production and articulation.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Language develops naturally with exposure during childhood. The human brain is primed for language development.  \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"However, no brain network is specifically evolved for reading, which means that for people to learn to read, they must be taught. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This means that brain structures must co-opt existing neural networks to support learning to read. Put another way, reading uses parts of the brain that are designed for other things. This is a big part of why reading doesn’t develop naturally.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Because of this, language supports reading and reading in the brain builds on structures and networks that serve related functions. \",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What about Language and Reading for Multilingual Learners? \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nDr. James went on to share some of the key research findings that pertain to multilingual learners. Not only were these fascinating, but the implications are powerful when it comes to teaching and learning:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"fMRI studies show that bilingual speakers tend to activate the same language networks regardless of which language is being used.  \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This happens even with very different languages (for example, Japanese and English)\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Even more interesting is the finding that additional brain activation occurs when bilingual speakers switch between languages—for example, the anterior cingulate cortex (involved in cognitive control) shows increased activation during language switching\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This suggests that not only do multilingual speakers demonstrate the ability to navigate more than one language, but that they might even have some cognitive advantages, related to practice in inhibiting language systems. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Additionally, while learning to read is not a natural process, the brain handles reading in any language in basically the same way—it links visual symbols with sounds and meanings by co-opting existing brain structures.  \\n\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What does that mean for the classroom?\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nIf you’re like us, it’s easy to get caught up in how deeply fascinating all this is—it’s so seriously cool that we can learn all of these things from neuroscience. However, the real power of this work is in thinking about how this knowledge can help shape the way we serve the children, particularly the multilingual learners in our care. Here are some significant takeaways that Dr. Kay James and Alexandra Roman highlighted:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"For all readers (both monolingual and multilingual), \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"provide explicit support \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"for students to build up their reading neural networks and skills. This comes from the understanding that reading does not develop on its own, but rather builds on other cognitive systems. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Centering an \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"asset-based perspective\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" on multilingualism is essential \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"and \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"is supported by neuroscience. Help students understand that multilingualism is a deeply powerful cognitive trait and center that belief in pedagogical decision making. Learn about and embrace children’s pre-existing language skills and leverage them for new language learning opportunities. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Understand that all children bring \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"funds of knowledge\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" based on their own lived experiences and community and cultural knowledge. Take the time to learn about and recognize all that students bring to the classroom and to centralize this knowledge in the creation of new learning experiences. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Create space for children to build \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"metalinguistic awareness \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"through explicit discussion about language and reading systems and how they work. Create opportunities for students to \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"transfer existing language skills and knowledge \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"to support literacy acquisition, including building on students’ phonemic awareness, phonics, and grammar knowledge, and highlighting similarities and differences between languages in these domains. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Adopt classroom practices that\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" leverage students’ full linguistic repertoires, \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"rather than suppress them, including creating space for and embracing translanguaging and for students to use all they know to think, develop ideas, and learn. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Recognize that \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"the skills that students develop in one language can benefit literacy development in other languages. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Bridging Forward\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"One particularly powerful aspect of this workshop was its bridging function in creating a shared space where neuroscience research and classroom wisdom could inform each other. For research to truly impact learning, we need more of these bridges. It’s so powerful to have researchers, like Dr. James and Alexandra Roman, who can translate complex findings into digestible content and facilitate conversations that help form those findings into actionable insights. Moreover, it was particularly powerful to be in conversations with administrators and teachers who value professional learning opportunities that center students and value research-practice connections such as the educators who joined up for this symposium. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Most importantly, we need community—spaces where we can collectively grapple with new research and understandings and unpack the implications for practice. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What communities support your professional learning? How do you stay connected to research in your classroom or school? We’d love to hear your thoughts via our\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.instagram.com/tcadvancinglit/\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Instagram\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\". If you’re interested in learning more about ways you can support multilingual learners in your school community, we’d love for you to join us for our \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/innovations-in-multilingual-and-bilingual-literacies\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Two-Day Summer Institute: Innovations in Multilingual and Bilingual Literacies\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\" on July 28-29, 2025. \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"About the workshop: \\\"Reading in the Brain: The Neuroscience of Reading and Multilingualism\\\" was facilitated by Dr. Kay James, Ph.D., and Alexandra Roman, Director of Multilingual Learning at Teachers College Advancing Literacy, as part of the TC Advancing Literacy Multilingual Symposium: Multilingualism, Multiliteracies, & Culturally Responsive Teaching Practices.\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7yXggrzcSFxZl2qGib7TOg/bbcd72f630600bd73f429d5bc27bf320/Screen_Shot_2025-06-04_at_12.17.25_PM.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Bridging Research and Practice: The Neuroscience of Reading and Multilingualism ","publishedDate":"2025-06-04T00:00-04:00","createdAt":"2025-06-04T15:36:30.285Z","slug":"bridging-research-and-practice-the-neuroscience-of-reading-and","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This May, as we celebrate Asian American, Native Hawaiin, and Pacific Islander (AANHPI) Heritage Month, we're taking time to honor the rich and diverse contributions and experiences of AANHPI communities. Literacy instruction is a powerful tool for inclusive education all year long, and graphic novels offer a particularly engaging and impactful medium for sharing these stories. As the renowned graphic novelist and 2016 National Ambassador for Young People’s Literature, Gene Luen Yang reminds us, \\\"Comics matter because stories matter.\\\"   \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Why Graphic Novels? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Graphic novels aren't just engaging—they're also educational. Research demonstrates that the combination of visuals and text provides unique benefits for readers at all levels:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Rich Vocabulary Development: Comic books average 53.5 rare words per thousand, more than children's books (30.9) and comparable to adult books (52.7)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Increased Comprehension: \\\"Words and pictures together increase recall and problem solving,\\\" with studies showing \\\"between 55 percent to 121 percent more correct solutions to transfer problems than people who learned from words alone\\\" (Mayer & Clark, 2011)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Motivation and Engagement: \\\"Those who read more comic books did more pleasure reading, liked to read more, and tended to read more books\\\" (Krashen & Ujiie, 1996)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"For AANHPI children and teens, seeing themselves represented in graphic novels provides essential \\\"mirrors\\\" that validate their identities and experiences. For non-AANHPI children, these books offer \\\"windows\\\" into AANHPI cultures, fostering empathy and understanding. When these windows become \\\"sliding glass doors,\\\" readers of all backgrounds can enter narratives that expand their worldview.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Dr. Rudine Sims Bishop's influential metaphor of books as \\\"mirrors, windows, and sliding glass doors\\\" reminds us why diverse representation matters in children's literature. Similarly, Dr. Gholdy Muhammad's Historically Responsive Literacy Framework emphasizes the importance of cultivating identity, skills, intellect, and criticality in young readers (Muhammad, 2020).\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Graphic novels excel at this work. As Nick Sousanis noted in his Columbia University research, \\\"More than a gateway to literacy, the spatial interplay of visual and verbal that defines comics makes for a powerful tool for inquiry primed for creative and critical practice\\\" (2019). \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Seven Outstanding AANHPI Graphic Novels for Elementary School Readers\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"The Flamingo: A Graphic Novel Chapter Boo\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"k \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Guojing (Random House 2022)\\nRecommended for Grades K-3\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this breathtaking wordless graphic novel, a lonely girl discovers an injured flamingo and nurses it back to health. Through Guojing's exquisite pencil illustrations, this tender story explores compassion, connection, and the bittersweet beauty of helping something you love return to where it belongs.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Drawn Together \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Minh Lê (Little Brown Books 2018) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades PreK- 3\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this visually stunning picture book with elements of graphic storytelling, a young boy and his grandfather discover a connection that transcends their language barrier through the universal power of art. When words fail, their shared passion for drawing bridges generations and cultures, transforming an awkward visit into a vibrant collaboration of imagination. Caldecott Medalist Dan Santat's spectacular illustrations blend Eastern and Western artistic styles, visually representing how creativity can unite hearts across any divide. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Hi’iaka and Pana’ewa: A Hawaiian Graphic Legend\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Gabriella Ahuli’i (Capstone 2022)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 1-3 \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Journey into the lush Hawaiian forests where the young goddess Hi'iaka faces the fearsome lizard king Pana'ewa in this vibrant graphic retelling of a beloved Hawaiian legend. Ahuli'i's stunning illustrations bring this ancient tale to life, inviting young readers to discover the power of courage and the magic of Hawaiian mythology. This captivating adventure masterfully balances excitement with accessibility for early elementary readers.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"The Secret Coders Series\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Gene Luen Yang (First Second 2015-2018)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 2-5\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Join Hopper, Eni, and Josh as they uncover the mysterious coding secrets hidden within their strange school! This clever series seamlessly blends exciting adventures with real computer programming concepts, turning readers into coding whizzes as they help our heroes solve puzzles and outsmart their peculiar principal.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Stargazing\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Jen Wang (First Second 2019)\\nRecommended for Grades 3-5\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When shy, perfectionist Christine meets free-spirited Moon, their unlikely friendship challenges everything Christine thought she knew about being Chinese-American. With warm, expressive artwork, this heartfelt story explores cultural identity, embracing differences, and finding the courage to be yourself.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Pashmina \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Nidhi Chanani (First Second 2017)\\nRecommended for Grades 3-5\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When Priyanka discovers a magical pashmina shawl that transports her to a colorful, idealized version of India, she begins a journey to understand her mother's past and her own identity. This enchanting graphic novel weaves together fantasy and reality as Pri navigates between two worlds and uncovers long-held family secrets.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Fighting to Belong: Asian American, Native Hawaiian, and Pacific Islander History from the 1700's-1800's\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Amy Chu, Alexander Chang, and Louie Chin (Crown Books for Young Readers 2024)\\nRecommended for Grades 3-7\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This groundbreaking graphic nonfiction brings to life the overlooked stories of AANHPI communities in early American history. Through vibrant illustrations and engaging narratives, readers discover the resilience of Chinese railroad workers, Hawaiian royal resistance, Filipino sailors, and others who shaped America while fighting for their place within it.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Six Outstanding AAPI Graphic Novels for Middle Grade and Young Adult Readers:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Tidesong\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Wendy Xu (Quill Tree Books 2021)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 3-7\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When aspiring witch Sophie is sent to train with her intimidating relatives by the sea, she accidentally entangles her magic with a water dragon spirit named Lir. This gorgeously illustrated fantasy blends Chinese mythology with coming-of-age themes as Sophie learns to control her magic, make amends for her mistakes, and find her own voice.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Parachute Kids\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Betty C. Tang (Scholastic 2023)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 4-8\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Based on the author's own experiences, this poignant graphic novel follows three undocumented Taiwanese siblings left to fend for themselves in 1990’s California while their parents work overseas. As they navigate cultural differences, financial struggles, and family separation, the \\\"parachute kids\\\" must rely on each other to create a sense of home in a new country.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"The Best We Could Do: An Illustrated Memoir\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Thi Bui (Abrams ComicArts 2018)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 8+\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this stunning memoir, Thi Bui documents her family's dramatic escape from Vietnam in the 1970s and their subsequent struggle to build new lives as immigrants. With expressive ink-wash illustrations and intimate storytelling, Bui explores intergenerational trauma, the refugee experience, and her journey to understand her parents as she becomes a parent herself.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Almost American Girl\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Robin Ha (HarperAlley 2020)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 8-10\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When her mother suddenly relocates them from Seoul to Alabama, Korean teenager Robin finds herself isolated by language barriers and cultural differences. This powerful memoir chronicles how discovering a comic drawing class becomes her lifeline, offering an unflinching look at immigration, belonging, and finding connection through art when words aren't enough.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Roque \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Michael Lujan Bevacqua (The Guam Bus 2016)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 10+\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In this powerful coming-of-age story set against the backdrop of Guam's complex colonial history, Bevacqua crafts a raw and unflinching narrative that follows a young Chamorro man navigating the tensions between tradition and modern identity. Through masterful storytelling that weaves together family secrets, cultural resistance, and personal awakening, \\\"Roque\\\" explores what it means to reclaim one's heritage while forging a path forward.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"They Called Us Enemy\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by George Takei (Top Shelf Productions 2019)\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Recommended for Grades 10-12\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Actor and activist George Takei recounts his childhood imprisonment in American concentration camps during World War II in this gripping memoir. Through stark black-and-white illustrations, Takei shares his family's resilience in the face of legalized racism, delivering a powerful reminder about the fragility of democratic ideals and the ongoing fight for justice and equality.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"This blog post is part of our ongoing commitment to celebrating diverse voices in children's literature. For more resources on inclusive literacy practices, please check out these prior blog posts: \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/ten-books-celebrating-black-joy\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Ten Books Celebrating Black Joy\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/black-history-month-great-new-biographies\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Great New Biographies for Black History Month\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/five-fantastic-chapter-books-to-celebrate-native-american-heritage-month\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Five Fantastic Chapter Books to Celebrate Native American Heritage Month\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/five-picture-books-to-celebrate-hispanic-heritage-month\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Five Picture Books to Celebrate Hispanic Heritage Month\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\", and \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/mirrors-windows-and-sliding-glass-doors-celebrating-arab-american-heritage\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"Mirrors, Windows, and Sliding Glass Doors: Celebrating Arab American Heritage Month Through Literature\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"References\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Andrews McMeel Publishing. (2019). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Reading with Pictures: Teacher's guide\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.ampkids.com/wp-content/uploads/2019/07/reading-with-pictures-teachers-guide.pdf\"},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"      \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://www.ampkids.com/wp-content/uploads/2019/07/reading-with-pictures-teachers-guide.pdf\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Mayer, R. E., & Clark, R. C. (2011). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"E-learning and the science of instruction: Proven guidelines for consumers and \\n     designers of multimedia learning\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (3rd ed.). Wiley.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Muhammad, G. (2020). \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Cultivating genius: An equity framework for culturally and historically responsive literacy\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". \\n     Scholastic: New York, NY. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Ujiie, J., & Krashen, S. D. (1996). Comic book reading, reading enjoyment, and pleasure reading among middle \\n     class and Chapter I middle school students. Reading Improvement, 33(1), 51–54.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/2J4FLtlchQgWJ5K3DERnS7/799e17b21e6c1dcd197ccef3e09046cd/Social_Media_-_Scrapbook.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Ten Outstanding Graphic Novels to Celebrate Asian American, Native Hawaiian and Pacific Islander Heritage Month","publishedDate":"2025-05-16T00:00-04:00","createdAt":"2025-05-16T19:02:56.238Z","slug":"ten-outstanding-graphic-novels-to-celebrate-asian-american-native-hawaiian","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This is the fifth post (and final post for now!) in our series on teaching vocabulary. If you’re new here, we suggest you begin by reading the previous posts in this series, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/launching-our-vocabulary-series-key-components-of-effective-vocabulary\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"click here for the introduction to the series\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/vocabulary-series-part-ii-quick-tips-to-power-up-your-explicit-teaching-of\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"here to read about explicitly teaching new vocabulary words\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/providing-rich-and-varied-vocabulary-experiences\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"here to read about providing rich and varied vocabulary experiences\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", and \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/teaching-word-learning-strategies\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"here to read about teaching independent word learning strategies\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". Each post focuses on building inclusive, culturally responsive, and sustaining practices around one aspect of Micheal Graves’ Four Principles of Effective Vocabulary Instruction (\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Vocabulary Book: Learning and Instruction\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" 2005).  \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"What does word consciousness mean, and how does it develop across grade levels? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Word consciousness refers to an interest in and awareness of words and their meanings (Scott & Nagy, 2004). It represents a particularly important and interesting domain of vocabulary learning because word consciousness requires both cognitive skills and an affective stance of curiosity about words and how they work. For children to develop word consciousness, they must foster an appreciation and enthusiasm for word learning. Students with strong word consciousness tend to notice words, enjoy learning new words, and are willing to experiment with language (Graves & Watts-Taffe, 2008) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Research consistently shows that having strong word consciousness plays a critical role in both vocabulary development and reading comprehension (Kieffer & Lesaux, 2010; Mokhtari & Thompson, 2006). Children with strong word consciousness will actively learn new words throughout the day, beyond the designated time for vocabulary instruction. \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"As Scott and Nagy (2004) explain, \\\"The development of word consciousness is a crucial aspect of vocabulary growth that is too often overlooked... It is not enough to know more words; students need to notice them, to appreciate the power they have, and to take responsibility for continually developing their knowledge of words and the ways in which they are used\\\" (p. 201). \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Word consciousness can be something developed and nurtured in school. For younger learners in early elementary school, this is often demonstrated through excitement about new words, enjoyment of wordplay, and beginning awareness of sentence-level syntax. As children progress through the elementary school years, they begin to appreciate the greater nuance in word meanings, recognizing that many words are polysemous, or have multiple meanings. (In our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/teaching-word-learning-strategies\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"last post\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" we noted that researchers estimate that approximately 70% of English words have multiple meanings (Hiebert, 2020). Helping students understand that even common words such as \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"bank, light, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"and \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"run\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" can carry dramatically different meanings depending on context supports children as they develop both linguistic fluency and comprehension depth.) Older elementary school students also often begin to recognize that word choice matters and impacts the meaning and tone of both written and spoken communication. \\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"By middle school, many students continue to build on this burgeoning metalinguistic awareness—analyzing how authors can use words to create specific effects, work that also pays off in their own writing development. By high school, students with well-developed word consciousness tend to demonstrate sophisticated understandings of connotation, denotation, and the sociocultural aspects of language. They may appreciate the rhetorical power of word and phrase choice and apply that knowledge to their own reading and writing. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Research has shown that students, including multilingual students, benefit from instructional attention to word consciousness (Calderón et al., 2011). Multilingual children often have rich linguistic resources that can be leveraged to build vocabulary and awareness of multiple vocabularies, phonologies, syntaxes, and socio-cultural linguistic traditions, which can help students develop increased awareness of vocabulary across languages. Multilingual learners bring unique cognitive advantages to the development of word consciousness. Research from Bialystok et al. (2012) demonstrates that multilingual students often possess enhanced metalinguistic awareness—the ability to think about language as an object of attention—which is precisely the cognitive foundation needed for word consciousness. This heightened awareness allows multilingual learners to make sophisticated comparisons between languages, notice subtleties in word usage, and develop more nuanced understandings of semantic relationships. As García and Kleifgen (2018) note, when classroom environments validate students' full linguistic repertoires, students can develop what they term \\\"translanguaging consciousness\\\"—the strategic awareness of how to navigate across languages, choosing precisely the right words for specific contexts and purposes. This capability represents not just accommodating linguistic diversity but actively capitalizing on it as a powerful resource for learning. This research can help us think about all children’s linguistic repertoires and ways to capitalize on the linguistic knowledge that learners bring as a powerful resource for deepening vocabulary. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Many multilingual students demonstrate particular sensitivity to register, formality, and contextual appropriateness of word usage across different settings (Agirdag, 2014). This heightened sociolinguistic awareness stems from their lived experience navigating multiple language contexts and can be channeled into sophisticated discussions about word choice in text versus conversational speech. Seltzer and García (2020) found that when teachers explicitly recognized and built upon multilingual students' existing word consciousness across their languages, these students showed greater engagement with vocabulary learning and more sophisticated understanding of word relationships than when their multilingualism was ignored or treated as a barrier. Explicitly recognizing, affirming and using our students’ language practices in the classroom has beneficial implications to their growing awareness and development of vocabulary.\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"What structures and strategies can help children develop their word consciousness? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Cultivate a linguistically-rich environment\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Surround students with rich language experiences across the day. Beck, McKeown, and Kucan (2013) emphasize the importance of a classroom environment that celebrates words and encourages word exploration. This might include:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Content area or unit vocabulary walls that highlight topical vocabulary for use in conversation and writing \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Classroom libraries with a wide range of texts featuring rich language\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Regular read-alouds that expose students to new vocabulary and provide opportunities for discussion about unfamiliar words\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Creating personalized or class word collections for students to gather and celebrate new and interesting vocabulary\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\t\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Celebrate and explore language diversity \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"One way that word consciousness develops is when students develop awareness of the ways that language varies across cultures, contexts, and purposes. Children benefit from approaches that leverage their full existing language knowledge (Cummins, 2008). Consider: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Exploring cognates across languages\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Discussing how different languages express similar concepts\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Examining regional variations in English vocabulary (or vocabulary of any other languages children speak) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Exploring how language evolves over time\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Analyzing how specialized vocabulary functions in different disciplines and social or cultural contexts \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Model your own love of words \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Demonstrating your own passion for words provides a powerful model for students. Blachowicz and Fisher (2004) found that teacher modeling of word learning strategies and enthusiasm for vocabulary significantly influences students' attitudes toward word learning. You might:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Set aside time each week to share words you find interesting or have recently discovered\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Model thinking aloud about word choices when writing in front of students\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Discuss and model your process for determining the meaning of unknown words as you read\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Express your own curiosity about words' meanings, origins, and relationships \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Make time for word play \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Research has shown that playful engagement with language builds word consciousness while making learning enjoyable (Graves, 2006). Word play activities might include:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Collecting and discussing oxymorons, idioms, and figurative language from books or popular films and songs\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Posing riddles, puns, and jokes that play with multiple meanings words (ex. What’s a witch’s favorite subject at school? \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"spelling\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\") \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Engaging students in word generation competitions (ex. How many new words can you make from the letters in \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"school\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"?) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Making time for kids to play word games like Scrabble, Boggle, Quiddler or Bananagrams \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Teach students to notice and evaluate word choice in text\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Building critical awareness of how authors use words helps students develop word consciousness and become more strategic readers and writers. Fisher and Frey (2014) suggest teaching students to notice and evaluate:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The difference between precise and vague language\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How technical vocabulary words in informational texts\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How specific word choices create mood or tone\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How figurative language creates imagery and emotion\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How word choice reveals perspective or bias\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Foster Critical Language Awareness\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"ordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"A crucial yet often overlooked aspect of word consciousness is developing students' critical language awareness—the understanding that language choices reflect and shape power dynamics in society. As Alim (2005) argues, critical language awareness extends beyond mere appreciation of vocabulary to examine how language operates as a social and political force. Students with developed critical language awareness understand that words are never neutral but carry histories, values, and powerful implications. This perspective enriches their word consciousness by adding a sociopolitical dimension to their understanding of language. Baker-Bell (2020) suggests that fostering this awareness helps students recognize how language has been used historically to marginalize certain groups while privileging others. This might include discussion of: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Examining how advertising language attempts to influence consumer behavior\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Analyzing how various news sources use different vocabulary to describe the same events\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Investigating how academic language can both include and exclude certain speakers\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Exploring how specialized vocabulary in different fields (law, medicine, technology) creates insider/outsider dynamics\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Discussing how language evolution reflects changing social values and power structures\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Challenging language hierarchies that privilege certain dialects or forms of English\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The research and practices surrounding vocabulary and comprehension demonstrate the critical role of developing word consciousness—the deep awareness and interest in words, their meanings, and their uses. As you cultivate your learning  environments, remember to encourage playfulness with language, affirm students’ language practices, notice words in books, and reflect on how we use them to foster lifelong curiosity of learning, words, and knowledge. As you continue to explore effective instructional strategies, nurturing word consciousness take note of how it impacts students’ comprehension and joy of reading.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Thank you for joining us for this vocabulary series.  We would love to hear from you— what other content and topics would you like to see more of on our blog? We’d love any ideas or input via our social media @tcadvancinglit (on Instagram) and at Teachers College Advancing Literacy (on Facebook). Want to continue the conversation in person? Check out our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events?grades=&location=all&institute=true&oneDayConference=true&courses=true\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"summer offerings\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" or \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/services\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"value\":\"apply to partner with us\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" in the 2025-2026 school year!  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"References \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Agirdag, O. (2014). The literal cost of language assimilation for the children of immigration: The effects of bilingualism on labor market outcomes. In R. M. Callahan & P. C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (pp. 160-181). Multilingual Matters.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240-250.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Blachowicz, C. L. Z., & Fisher, P. (2004). Vocabulary lessons. Educational Leadership, 61(6), 66-69.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Vol. 2, pp. 71-83). Springer.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Fisher, D., & Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67(8), 594-599.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners (2nd ed.). Teachers College Press.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers College Press.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62(3), 185-193.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Hiebert, Elfrieda H. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Teaching Words and How They Work: Small Changes for Big Vocabulary Results\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Teachers College Press : Scholastic Inc., 2020.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English-language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Mokhtari, K., & Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Reading Research and Instruction, 46(1), 73-94.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Scott, J. A., & Nagy, W. E. (2004). Developing word consciousness. In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). Guilford Press.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language-minoritized students. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 23-42). Springer.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/1Cp9tKMt4bwlMy6dw42QmV/4b7b13967f621e3904cb496ad927663e/Social_Media_-_Scrapbook.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Develop Word Consciousness","publishedDate":"2025-05-06T00:00-04:00","createdAt":"2025-05-06T13:29:15.248Z","slug":"develop-word-consciousness","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This April, as we celebrate Arab American Heritage Month, we’re taking time to honor the rich and diverse contributions and experiences of Arab Americans to our communities. Literacy instruction is a powerful tool for inclusive education all year long, in addition to during heritage months, and the books we read to and with children play a vital role in shaping children’s perspectives, identities, and supporting cultural understanding.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The Power of Representation in Children's Literature\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Dr. Rudine Sims Bishop's influential metaphor of books as \\\"mirrors, windows, and sliding glass doors\\\" offers us a framework for understanding why diverse representation matters in children's literature. As Dr. Bishop explained:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"blockquote\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\\"Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience.\\\" (Bishop, 1990)\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"For Arab American children, seeing themselves represented in books provides essential \\\"mirrors\\\" that validate their identities and experiences. For non-Arab American children, these books offer \\\"windows\\\" into Arab American culture, fostering empathy and understanding. When these windows become \\\"sliding glass doors,\\\" readers of all backgrounds can step into narratives that expand their worldview.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As National Book Award winner, Shifa Safadi, a Syrian-American,  reflected, “Thank you to the Muslim authors who stepped forward first and paved the way for me to be inspired to follow my dream of writing… I would not have had the bravery of writing my first words if I had not seen Muslim books on the shelf” (Yorio, 2024). Now, Shifa and her books will become mirrors for many young Arab Americans. Her books will provide mirrors and windows for non-Arab children as well, and they will be able to relate and learn so much through the experiences she shares through her writing. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Building Knowledge and Identity\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Dr. Gholdy Muhammad's Historically Responsive Literacy Framework emphasizes the importance of cultivating identity, skills, intellect, and criticality in young readers (Muhammad, 2020). When we include diverse Arab American literature in our collections and curricula, we help young people develop positive cultural identities while building crucial knowledge about the world.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As Muhammad notes, literacy education should help students understand who they are and who they can become. For Arab American children, seeing their culture celebrated in books helps them develop pride in their heritage. For all children, exposure to diverse stories creates a more expansive understanding of American identity.\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Why Arab American Literature Matters\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Centering Arab American literature, not just in April, but all year long, provides several benefits to young readers:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cultural Authenticity\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\": Arab American authors bring authentic voices and experiences to their stories, countering stereotypes and misrepresentations. The authors represented below represent a range of experiences, cultural identities, and personal perspectives. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Diverse Perspectives\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\": Arab Americans represent diverse religious, national, and cultural backgrounds, helping readers understand the richness within Arab American communities.As global educator, Dr. Sawsan Jaber, reflected in an interview, “It’s really important if you’re teaching populations of Arab students or teaching about Arab students to consider the fact that the Arab countries are so different” (as cited in Gonzalez, 2022). \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Universal Themes\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\": These books often explore universal themes like family, friendship, and belonging through culturally specific experiences. This creates an affirming space for children who share these experiences and allows for children with differing identities to relate to the stories told. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Language Appreciation\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\": Many Arab American children's books incorporate Arabic words and phrases, creating linguistic bridges between cultures.\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Five New Arab American Picture Books for Your Collection\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Here are five newer outstanding titles that celebrate Arab American experiences for young readers:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The Arabic Quilt\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Aya Khalil\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Kanzi, a young Egyptian American girl, brings her Arabic heritage into her new classroom through a beautiful quilt project. When she feels embarrassed about her mother's accent and her Egyptian lunch, her teacher helps transform her cultural heritage into a classroom-wide celebration of names and languages. This touching story demonstrates how cultural differences can unite rather than divide. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Halal Hot Dogs\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Susannah Aziz\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Every Friday after prayers, Musa and his family enjoy their special tradition—halal hot dogs from their favorite vendor! This joyful story celebrates not only this Palestinian-American family but works to affirm their rituals and the delicious diversity of halal food. This book uplifts this Muslim American family’s experience, providing readers with ways to see similarities and perhaps differences with their own experiences. The vibrant illustrations and mouth-watering food descriptions make this a delightful read for children of all backgrounds.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Arab, Arab All Year Long!\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Cathy Camper\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This celebratory picture book takes readers through the seasons, highlighting Arab American children enjoying traditional American activities while incorporating elements of their cultural heritage. From summer barbecues with kabobs to winter sledding followed by warm mint tea, the book beautifully illustrates how Arab American traditions blend seamlessly into American life throughout the year. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Eleven Words for Love\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Randa Abdel-Fattah\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This lyrical picture book explores the eleven different Arabic words for love through the eyes of a young girl experiencing various forms of love in her daily life. From the love between family members to love for community, nature, and traditions, this book celebrates the richness of the Arabic language while illustrating universal emotional connections that all children can relate to. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Ten Ways to Hear Snow\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Cathy Camper\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"When Lina walks to her grandmother's apartment to help make Warak Enab (stuffed grape leaves) during a snowstorm, she discovers ten different ways to experience snow through her senses. This gentle, sensory-rich story weaves together themes of mindfulness, intergenerational bonds, and cultural food traditions into a warm winter tale that resonates across cultures. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Five New Arab American Middle Grade Books for Your Collection\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Here are five newer outstanding titles that celebrate Arab American experiences for middle-grade readers.  These would make exceptional additions to your school or classroom library as well as provide for fantastic class read alouds. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Kareem Between\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Shifa Saltagi Safadi \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This 2024 National Book Award-winning novel in verse is a poignant coming-of-age novel, of a Syrian-American boy, Kareem. Throughout this story Kareem navigates life between cultures, identities, and expectations. Dealing with family pressures, national politics and personal dreams, he discovers what it means to create his own path when you belong to multiple worlds at once.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Farah Rocks\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Series\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" Susan Muaddi Darraj \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Farah Hajjar is a smart, determined, Palestinian-American middle schooler who will do anything to protect her younger brother from bullies. As she prepares for a competitive test to attend a prestigious academy, she must balance her academic ambitions with looking out for her family in this heartwarming story about loyalty and perseverance.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The Turtle of Oman\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Naomi Shihab Nye \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"A gentle, beautifully written story about a young boy named Aref who is reluctant to leave his home in Oman for a three-year stay in Michigan. As his departure approaches, Aref and his grandfather embark on a series of adventures around Oman, collecting memories and finding courage to face new beginnings.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Silverworld\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Diana Abu-Jaber \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This captivating fantasy, by Jordanian-American writer Diana Abu-Jaber, weaves together Middle Eastern folklore with contemporary themes as a young protagonist discovers magical abilities connected to their heritage. When ancient powers and modern worlds collide, the journey reveals surprising truths about family, identity, and courage.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Huda F.\",\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" Series \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Huda Fahmy \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this witty graphic novel series, Huda, a young Egyptian-American, navigates the complexities of high school, identity, and finding her voice. When a community crisis arises, Huda must decide how to take action and stand up for what she believes in, discovering her capacity for caring for family, showing leadership skills, and taking action along the way.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Creating Inclusive Reading Spaces\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As educators, librarians, and parents, we can help children connect with these important stories by:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Including Arab and Arab American books in read-alouds, shared reading, book clubs, and classroom libraries all year long, not just during heritage months\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Providing context and background information when sharing these stories, including sharing images and biographical information about the authors, locating the nations represented on classroom maps, and creating space for Arab and Arab American students and families to share their own cultural identities in the classroom\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Inviting Arab and Arab American community members to share their experiences and stories \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Creating book displays that highlight the diversity within Arab American communities\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Pairing fiction with age-appropriate nonfiction and non-traditional informational texts such as photographs, videos, and artifacts about Arab countries and cultures\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"By intentionally including Arab and Arab American literature in our collections and conversations, we provide all children with the mirrors, windows, and sliding glass doors they need to thrive in our diverse society (Bishop, 1990).\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What Arab and Arab American children's books have you discovered and loved? Share your recommendations in the comments below!\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This blog post is part of our ongoing commitment to celebrating diverse voices in children's literature. For more resources on inclusive literacy practices, please check out these prior blog posts: \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/ten-books-celebrating-black-joy\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Ten Books Celebrating Black Joy\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/black-history-month-great-new-biographies\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Great New Biographies for Black History Month\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/five-fantastic-chapter-books-to-celebrate-native-american-heritage-month\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" Five Fantastic Chapter Books to Celebrate Native American Heritage Month\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", and Five Picture Books to Celebrate Hispanic Heritage Month. \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"heading-2\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"References\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Abdel-Fattah, R. (2023). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Eleven words for love\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Penguin Random House.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Aziz, S. (2021). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Halal hot dogs\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Little Bee Books.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Perspectives: Choosing and Using Books for the Classroom, 6\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"(3), 1–2.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Camper, C. (2020). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Ten ways to hear snow\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Kokila.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Camper, C. (2023). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Arab, Arab all year long!\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" Clarion Books.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Darraj, S. (2020). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Farah rocks\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Stone Arch Books.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Fahmy, H. (2021). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Huda F. Are You\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Dial Books\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Gonzalez, J. (2022, February 14). Supporting Arab American students in our classrooms [Interview with S. Jaber]. Cult of Pedagogy.\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.cultofpedagogy.com/arab-american-students/\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"https://www.cultofpedagogy.com/arab-american-students/\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Abu-Jaber, D. (2022). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Silverworld\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". HarperCollins.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Khalil, A. (2020). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Arabic quilt: An immigrant story\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Tilbury House Publishers.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Muhammad, G. (2020). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Cultivating genius: An equity framework for culturally and historically responsive literacy\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Scholastic Teaching Resources.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Nye, N. S. (2014). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The turtle of Oman\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Greenwillow Books.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Saltagi Safadi, S. (2023). \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Kareem between\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Candlewick Press.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Yorio, K. (2024). Kareem between wins 2024 National Book Award Young People's Literature.\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.slj.com/story/Kareem-Between-Wins-2024-National-Book-Award-Young-Peoples-Literature\"},\"content\":[{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"https://www.slj.com/story/Kareem-Between-Wins-2024-National-Book-Award-Young-Peoples-Literature\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/32gXZvOhE7Y94Rs0H7sIxs/cd53644ecd79aec139d72dcb0aa1fbc5/Social_Media_-_Scrapbook.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Mirrors, Windows, and Sliding Glass Doors: Celebrating Arab American Heritage Month Through Literature","publishedDate":"2025-04-25T00:00-04:00","createdAt":"2025-04-25T18:03:20.043Z","slug":"mirrors-windows-and-sliding-glass-doors-celebrating-arab-american-heritage","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"April is one of our favorite months of the year—National Poetry Month! Poetry offers a unique window into language and expression that can captivate humans from preschool through their high school years. Recently, staff developers Nancy Brennan and Alexandra Roman led a free family and caregiver workshop sharing ideas for reading poetry with children in grades PreK-5, including recommendations of some great new anthologies you’re sure to want to add to your classroom or home collection. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Looking at the World Through a Poet's Eye\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"What makes poetry so special for young readers? It encourages children to view their surroundings with fresh perspective and deep attention—to see the world with \\\"a poet's eye.\\\" This approach to experiencing the world nurtures several valuable skills and perspectives including: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Cultivating curiosity\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" about their everyday environment\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Finding wonder in ordinary objects\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" that might otherwise be overlooked\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Developing observation skills\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" through all five senses\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Appreciating details\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by studying things up close\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Connecting with memories\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" in meaningful ways\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Celebrating important people and places\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" in their lives\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Recognizing beauty\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" in their surroundings\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Deepening their connection with nature\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Poetry offers readers permission to slow down and truly notice the world around them—a valuable counterbalance to our fast-paced day-to-day life. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\nAs noted by author Georgia Heard, poetry isn't limited to books on library shelves. Poetry exists all around us, waiting to be discovered. Children can find poetic inspiration:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In the pattern of raindrops on a window\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Through the changing colors of seasonal leaves\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"In the movements of animals at play\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"From family and caregiver stories and shared experiences\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Within the rhythms of their daily routines\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Creating time for children to explore the various topics and types of poems and even create their own is one beautiful way to entice exploration of this unique genre. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Recommended Poetry Collections for Young Readers\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Here are some outstanding contemporary poetry collections and illustrated poems that align perfectly with developing a \\\"poet's eye\\\" in young readers:\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Out of Wonder: Poems Celebrating Poets\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Kwame Alexander, Chris Colderley, and Marjory Wentworth\\nThis Newbery Medalist-led collection features original poems that pay homage to twenty famous poets throughout history. The vibrant illustrations by Ekua Holmes complement these tribute poems that introduce children to diverse poetic styles while encouraging them to find their own voices.\\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"The Proper Way to Meet a Hedgehog and Other How-To Poems\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"collected by Paul B. Janeczko \\nA playful anthology of instructional poems covering everything from how to bird-watch to how to be a snowflake. These accessible poems by various contemporary poets offer practical and whimsical advice while introducing children to different poetic forms.\\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Poems to Learn by Heart\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"selected by Caroline Kennedy\\nKennedy pairs classic and contemporary poems with stunning watercolor illustrations by Jon J Muth. Each carefully selected poem connects to childhood experiences and emotions, with helpful tips on memorization techniques that make poetry a lasting gift for young readers.\\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Firefly July: A Year of Very Short Poems\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"selected by Paul B. Janeczko \\nThis collection features 36 brief poems organized by season, each capturing a moment in time through just a few carefully chosen words. The spectacular mixed-media illustrations by Melissa Sweet make this anthology particularly appealing for younger children with shorter attention spans.\\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"A Poem for Every Day of the Year\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"edited by Allie Esiri\\nThis comprehensive collection provides exactly what the title promises—365 poems that span centuries and cultures. From Shakespeare to contemporary verse, these selections introduce children to the breadth of poetry while establishing a daily reading ritual that can be shared as a family.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Bringing Poetry to Life in Classrooms and Homes\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Poetry needn’t be intimidating. Here are a few small invitations you might weave throughout the month to bring more poetry into your home or classroom: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Create a special \\\"poetry moment\\\" during the day. Take time regularly to share a poem, either through a read aloud or listening to a video or audio recording of the author. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Encourage children to illustrate poems that inspire them.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Invite children to collect words and phrases they find interesting and store them in a notebook for future writing.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Take \\\"poetry walks\\\" outdoors to gather sensory observations, then transform them into poems.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Record children reading their favorite poems to build confidence (as a bonus, rereading poems can be great practice for developing reading fluency). \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Children's natural sense of rhythm, love of wordplay, and fresh perspectives make them natural poets. By nurturing these instincts through exposure to wonderful poetry, we help them develop not just literacy skills but also emotional intelligence and creative thinking. Poetry opens doors to self-expression that children might not find elsewhere. As they discover how to look at the world with a poet's eye, they're developing skills that will enrich their lives far beyond the classroom.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"What poetry experiences will you share with the young people in your life this month and all year long?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5gu0EmXf2S04SSdiFUidgO/5462239ffbcdce81bf4110aba82d367c/Poetry_Blog_Post_April_2025.jpg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Introducing Young Readers to the World of Poetry and Recommended Poetry Books and Anthologies","publishedDate":"2025-04-16T00:00-04:00","createdAt":"2025-04-16T22:23:06.392Z","slug":"introducing-young-readers-to-the-world-of-poetry-and-recommended-poetry","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This is the fourth post in our series on teaching vocabulary. If you’re new here, we suggest you begin by reading the previous posts in this series, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/launching-our-vocabulary-series-key-components-of-effective-vocabulary\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"click here for the introduction to the series\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/vocabulary-series-part-ii-quick-tips-to-power-up-your-explicit-teaching-of\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"here to read about explicitly teaching new vocabulary words\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", and \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/providing-rich-and-varied-vocabulary-experiences\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"here to read about providing rich and varied vocabulary experiences\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\". Each post will focus on building inclusive, culturally responsive practices around one aspect of Micheal Graves’ Four Principles of Effective Vocabulary Instruction (\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Vocabulary Book: Learning and Instruction\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" 2005).  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"What role does independent word learning play in students’ vocabulary development?\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"While vocabulary breadth (i.e. the number of words an individual knows) is correlated with reading comprehension (Carlisle, 2000; Verhoeven & Van Leeuwe, 2008), vocabulary depth (ie. how much an individual knows about a word and the quality of that information) has also been shown to play an important role in the strength of a reader’s comprehension of text (Binder et al., 2017). While explicit teaching and access to ample opportunities to hear and read rich vocabulary play a role in both aspects of this development, readers also need a toolbox of strategies to help them when they do encounter new words—particularly when they don’t have a peer or adult to provide a quick working definition. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nAs we mentioned in \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/providing-rich-and-varied-vocabulary-experiences\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"our post on providing students with access to rich and varied vocabulary experiences\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", research has found that the average learner enters kindergarten with 5,000-10,000 words in their vocabulary and leaves high school with around 50,000 (Nagy and Herman, 1987). Divided over 180 instructional days each year, that's around 17-20 words per day—certainly more than could be effectively and efficiently taught through explicit instruction. That means students in vocabulary-rich instructional environments will have many, many opportunities each year to both broaden their vocabularies and deepen their knowledge of words they’ve already had some exposure to. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nWhen students encounter unfamiliar words in texts their ability to understand and engage with material can be significantly impeded. This is particularly crucial for students with language-based disabilities and for multilingual learners. Multilingual learners often face the dual challenge of learning content while simultaneously developing proficiency in a new language. Students with language disabilities may also face unique challenges in vocabulary acquisition which can impact overall literacy development. For example, when a student has a language disability such as Developmental Language Disorder or difficulties with language processing, they may struggle to store new words in long-term memory and/or to efficiently retrieve words when needed. For both students learning a new language (Teng, 2016) and those with a language-based learning disability (Storkel et al., 2019) having more encounters with a new word may be needed to help with storing and later using newly learned vocabulary. Additionally, explicit instruction in vocabulary-learning strategies serves as a vital bridge between existing knowledge and new vocabulary.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nMultilingual students have the additional advantage of bringing pre-existing linguistic knowledge from any additional languages they know, which can be leveraged alongside other strategies to help with acquiring new vocabulary and accelerating comprehension.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What strategies support independent word learning for children?\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"There are a few strategies that are particularly helpful to explicitly teach students when aiming to support. their independent word learning. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"1. Teach students to use context clues.\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"While studies have shown that students gain a lot of word meaning through reading and using context (Nagy, Anderson, & Herman, 1987), research also reveals that context clues are not always reliable for determining a nuanced understanding of unknown words (Schatz & Baldwin, 1986). Although context clues might not give a reader a totally nuanced understanding of a new word’s definition, Tim Shanahan posits, “The real purpose of using context is to comprehend the text, not to learn word meanings. Context use also improves efficiency and reduces the burden of having to look up so many words” (2022). That is to say, that teaching students to use context clues is one important (but certainly not \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"the only\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" important way) to support readers with independently tackling new vocabulary as they read. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nImagine, for example, that a student reads this passage on pioneering medical researcher, Dr. Roland Scott:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"“During this time, [Dr. Scott] began to notice the high number of African American children in the emergency room experiencing sickle cell symptoms and complications. Dr. Scott was a trained allergist, but he switched his focus to help improve treatment for this misunderstood disease.” \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nIf the term sickle cell is unfamiliar, the reader will likely be able to determine some but not all information about the disease from this passage. For example, the reader will likely deduce that sickle cell is a disease and may further understand that it affects many African American children and can cause symptoms that are serious enough to warrant a trip to the emergency room. However, because the context is limited, the reader will not have a full understanding that the disease is genetically based, nor have an awareness of how the symptoms of the disease might manifest in a person’s life. All that being said, knowing to pause and think about context likely will help the reader better understand Dr. Scott and his contributions to the medical field, the overall topic of this text. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nTeaching students to look around the word, or to use context can help them to monitor their reading and make meaning of text when encountering unknown words, even though it may not help them develop nuanced definitions of those unfamiliar terms. Common types of context clues that students might attend to include: \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Definition: The \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"mercurial \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"King, who changed his mind often and without warning, made it difficult to succeed in the kingdom. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Synonyms: The building was \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"dilapidated\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" or run-down, with broken windows and peeling paint. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Noticing words that indicate a contrast: Unlike his \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"gregarious \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"brother, Charlie preferred the quiet of a peaceful night home alone. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Examples/ Illustrations: The museum contained many \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"artifacts \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"such as pottery, clothing, and hunting tools. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cause and Effect: Because the \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"drought \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"lasted for months, the once-fertile farmland was empty and nothing would grow. \",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nWhen students are aware of and use various types of context clues to monitor their comprehension, they can also use these reading experiences to independently develop their vocabulary. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"2. Teach students to study words morphologically.\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Helping students to break words into meaningful parts (or morphemes like roots, prefixes, and suffixes) can provide another inroad into developing and deepening understanding of unknown words. Morphological patterns are the one linguistic feature that links directly to pronunciation and decoding, orthographic patterns and spelling, and word meaning (Kirby & Bowers, 2017). When students learn to break down complex words into their component parts they don’t just learn the individual words, but also gain access to entire word families and patterns that will carry over to many other words. Just as each exposure to a word increases the likelihood of recognition and the depth of understanding of that word in the future, each meaningful encounter with a morpheme also provides the reader with additional information that will recur in future reading experiences and thereby support further and continuous word learning. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nFor multilingual learners, morphological awareness is especially valuable because many English words share common roots across languages—especially languages that derive from Latin and Greek. For example, a Spanish-speaking student who recognized the morpheme \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"photo \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"in \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"photosynthesis \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"can connect it to the Spanish morpheme \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"foto\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Cross-linguistic transfer allows multilingual learners to leverage their full linguistic repertoire as a resource for learning new vocabulary.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nAdditionally, building morphological awareness helps all students better understand how English words are constructed and can help children learn to recognize patterns. For multilingual students, this can also help build awareness of how suffixes may change parts of speech or how prefixes may modify meaning in ways that differ from other languages they know. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"3. Teach multilingual students to be on the lookout for cognates. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Just as multilingual students will come to recognize that some morphemes are shared between languages. Cognates provide another way to use prior language knowledge to facilitate English vocabulary knowledge development (Cardenas-Hagan, 2020). For example, an Urdu speaker might be able to use knowledge of the word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"yūnīvarsiṭī\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" to make meaning of the word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"university\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" while a Hatian-Creole speaker might be able to conceptualize the English word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"culture \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"based on prior knowledge of the word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"kilti\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n4. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Teach students to use reference tools. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"While many students will be able to use a mixture of context, morphological understandings, and cognates to increase access to unknown words and make meaning of complex text, it is important for students to also build awareness of the physical and digital resources available to support them when encountering unknown words. You will want to ensure that you teach dictionary skills explicitly, including: \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"How to use print and digital resources to locate information about an unknown word\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"When to use digital and physical reference tools \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"How to choose the right definition for context \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"How to compare definitions from different sources \",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nAdditionally, you’ll want to teach students how to interpret and internalize definitions as well as how to apply them to the text. This might include teaching them to visualize, or even sketch, the meaning of a new word as well as to use a synonym to try to make meaning of text using the target word. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"5. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Teach students to anticipate polysemy. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"One vital understanding that you’ll want to help students build is the awareness that many words in English are polysemous, or have more than one meaning. Researchers estimate that approximately 70% of English words have multiple meanings (Hiebert, 2020). Helping students understand that even common words such as \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"bank, light, \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"and \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"run\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" can carry dramatically different meanings depending on context helps children develop both linguistic fluency and comprehension depth. Additionally, students will immediately notice this as they build dictionary skills and find that most words have several possible definitions to navigate. As they use these tools they’ll need to use both context and the provided meanings to determine which definition is appropriate.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nIndependent word learning is essential for students’ ongoing vocabulary development, allowing them to understand new words while they read. Strategies like using context clues, breaking words into morphemes, recognizing cognates, and utilizing reference tools help students deepen their comprehension and literacy skills. These approaches are especially valuable for multilingual learners and students with language-based learning challenges. By fostering independent word-learning skills, educators empower students to continuously expand their vocabulary and enhance their reading comprehension.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This post is part of our Vocabulary Instruction Series. Stay tuned for deep dives into the other three pillars of effective vocabulary teaching.\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"References\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Binder KS, Cote NG, Lee C, Bessette E, Vu H. Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers. J Res Read. 2017 Aug;40(3):333-343. doi: 10.1111/1467-9817.12069. Epub 2016 Feb 23. PMID: 28717257; PMCID: PMC5510944.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cárdenas-Hagan, Elsa. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Brookes Publishing, 2020.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Carlisle JF. Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal. 2000;12:169–190. [\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://scholar.google.com/scholar_lookup?journal=Reading%20and%20Writing:%20An%20Interdisciplinary%20Journal&title=Awareness%20of%20the%20structure%20and%20meaning%20of%20morphologically%20complex%20words:%20Impact%20on%20reading&author=JF%20Carlisle&volume=12&publication_year=2000&pages=169-190&\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Google Scholar\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"]\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Hiebert, Elfrieda H. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Teaching Words and How They Work: Small Changes for Big Vocabulary Results\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Teachers College Press : Scholastic Inc., 2020.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Kirby, J. R. & Bowers, P. N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In K. Cain, D. L. Compton, & R. K. Parrila, (Eds.), Theories of reading development (pp 437-462). Amsterdam, NL: John Benjamins Publishing Company.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Nagy, W.E., Anderson, R.C., & Herman, P.A. (1987). Learning word meanings from context during normal reading. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"American Educational Research Journal, 24\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"(2), 237-270.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for\\n     acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The nature of vocabulary\\n     acquisition\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" (pp. 19–35). Lawrence Erlbaum Associates, Inc.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Schatz, E. K., & Baldwin, R. S. (1986). Context clues are unreliable predictors of word meanings. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Reading Research Quarterly, 21\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"(4), 439-453.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Teng, F. (2016). The effects of word exposure frequency on incidental learning of the depth of vocabulary knowledge. GEMA Online Journal of Language Studies, 16(3), 53-70.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Verhoeven L, Van Leeuwe J. Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology. 2008;22:407–423. [\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://scholar.google.com/scholar_lookup?journal=Applied%20Cognitive%20Psychology&title=Prediction%20of%20the%20development%20of%20reading%20comprehension:%20A%20longitudinal%20study&author=L%20Verhoeven&author=J%20Van%20Leeuwe&volume=22&publication_year=2008&pages=407-423&\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Google Scholar\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"]\\n\\n\\n\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/2uiVHuVGqn02xespP1UexG/55ba88096ddc5751c62e65d64d0e8868/Vocabulary_Blog_Post_-4.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Teaching Word Learning Strategies","publishedDate":"2025-03-12T00:00-04:00","createdAt":"2025-03-12T19:23:40.202Z","slug":"teaching-word-learning-strategies","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Black History is American History and it is important to recognize and study the accomplishments of Black Americans and people of African descent all year long.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Black History Month is a time to celebrate and honor the histories, identities, and contributions of Black Americans. This month-long celebration originated in 1915 when historian, Carter G. Woodson, and minster, Jesse E. Moorland, founded the Association for the Study of Negro Life in order to research and promote the achievements of Black Americans and those of African descent. By the late 1960s, largely thanks to the Civil Rights Movement, many cities and college campuses began to recognize Black History Week, and by 1976 Black History Month became federally recognized. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We encourage you to think about the whole of your curriculum to include biographies and stories of Black Americans across the year, both during Black History Month and beyond. Many educators will revisit their own collections celebrating the accomplishments of Black Americans. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Below you’ll find a list of biographies published within the last five years that honor the accomplishments of Black Americans across fields and in a range of time periods. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"For each book, we have included any suggestions around the target age range given by the publisher as well as a description of the title.\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Picture Book Biographies \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Jimmy’s Rhythm & Blues: The Extraordinary Life of James Baldwin\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Michelle Meadows \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"From his early days in Harlem during the Great Depression to becoming a celebrated author and civil rights activist, this picture book celebrates the life and talent of James Baldwin. This picture book is written in lyrical verse which echoes Baldwin’s passion for writing and importance in American literary history. This book is sure to spark discussions about finding your voice and using your talents and passions to stand up for what you believe is right. (Recommended ages: 4-8 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Extraordinary Magic: The Storytelling Life of Virginia Hamilton\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Nina Crews \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Extraordinary Magic\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" tells the enchanting story of Virginia Hamilton, the first African American to win the Newbery Medal. This picture book biography is sure to inspire young writers and showcases how Hamilton changed American children’s literature by weaving African American folklore and traditions into her stories. This book is a celebration of the power of centering culture in storytelling. (Recommended ages: 4-8 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Saving the Day: Garrett Morgan’s Life-Changing Invention of the Traffic Signal\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Karyn Parsons \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This biography will introduce young readers to Garrett Morgan, the innovative inventor of the traffic signal and other life-saving devices. This book celebrates Morgan’s ingenuity and creativity as well as the power of putting talents to use to create a safer world for everyone. This book is sure to inspire young inventors and help them to learn about a lesser-known inventor whose work continues to impact us every day. (Recommended ages: 4-8 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"There Was a Party for Langston\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Jason Reynolds \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In Jason Reynolds's poignant picture book “There Was a Party for Langston,” young readers are invited into a vibrant celebration of legendary poet Langston Hughes's legacy through the eyes of contemporary children discovering the power of poetry and community. As they prepare for and attend a neighborhood party honoring Hughes, these children learn how one voice can inspire generations and bring people together across time. Reynolds, known for his authentic and lyrical storytelling, crafts a loving tribute that helps introduce Langston Hughes's enduring impact to a new generation while weaving in themes of creativity, cultural heritage, and the joy of shared celebration. The story serves as both a warm introduction to Hughes's work and a reminder that great art continues to resonate and create new connections long after its creation. (Recommended ages: 4-8) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Ketanji: Justice Jackson’s Journey to the U.S. Supreme Court\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Kekla Magoon \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This powerful text, accompanied by vivid illustrations, brings young readers along on the remarkable path of Supreme Court Justice, Ketanji Brown Jackson. Throughout the book readers will learn about Jackson’s tenacity throughout her life—from pursuing dreams of attending Harvard University, despite being told by a guidance counselor that she should set her sights lower—to using her legal skills to advocate for those in need as a public defender. (Recommended ages: 4-8 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Go Forth and Tell: The Life of Augusta Baker, Librarian and Master Storyteller\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"by Breanna J. McDaniel \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this engaging biography, readers will meet Augusta Braxton Baker, a pioneering librarian at the 135th Street Branch of the New York Public Library in Harlem. Baker was an early champion of creating library collections that featured Black people in authentic, respectful, and uplifting ways. Throughout her career, she championed Black storytelling, authors, librarians, and teachers—going on to inspire future authors like Audre Lorde and James Baldwin. This book will spark timely discussions about representation in literature and the importance of access to powerful and representative texts. (Recommended ages: 5-8 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"She Persisted: Simone Biles\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Kekla Magoon \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this inspiring addition to the \\\"She Persisted\\\" series, acclaimed author Kekla Magoon brings to life the remarkable journey of Olympic gymnast Simone Biles. From her early days in foster care to becoming the most decorated gymnast in history, this chapter book demonstrates how Biles's determination, resilience, and unshakeable spirit helped her overcome challenges both on and off the mat. Young readers will be captivated by Biles's story of finding her passion in gymnastics, mastering incredibly difficult skills, and breaking barriers in the sport while staying true to herself. Through setbacks and triumphs, including her courageous decision to prioritize her mental health at the 2020 Olympics, Biles's story shows middle grade readers that with perseverance and self-belief, they too can soar to new heights. (Recommended ages: 6-9 years)\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"A Song for the Unsung: Bayard Rustin, the Man Behind the 1963 March on Washington\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Carole Boston Weatherford \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In the shadows of the Civil Rights Movement stood a brilliant strategist and organizer whose vision shaped one of America's most defining moments. Bayard Rustin, a gay Black man in an era hostile to both identities, was the mastermind behind the 1963 March on Washington for Jobs and Freedom. Though his name may not be as widely recognized as Dr. King's, Rustin's organizational genius and unwavering dedication to nonviolent resistance were instrumental in orchestrating the historic gathering that culminated in the “I Have a Dream” speech. Drawing from his experience with the pacifist movement and earlier civil rights campaigns, Rustin transformed a bold idea into a powerful reality that brought a quarter-million Americans to the nation's capital, forever changing the course of civil rights history. (Recommended ages: 6-10 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Rooting for Plants: The Unstoppable Charles S. Parker, Black Botanist and Collector\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Janice N. Harrington \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This fascinating biography is sure to entice STEM enthusiasts. Readers will uncover the fascinating world of Charles S. Parker, a groundbreaking Black botanist and mycologist who collected and studied American plants. This book highlights the importance of curiosity and perseverance in the sciences. As they read, students will learn about Parker’s scientific career, and his military service during World War I, where he faced prejudice against Black soldiers and experienced first-hand the environmental devastation of war. (Recommended ages: 7-10 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"How do You Spell Unfair: MacNolia Cox and the National Spelling Bee\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Carole Boston Weatherford \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"“How Do You Spell Unfair: MacNolia Cox and the National Spelling Bee” tells the true story of MacNolia Cox, who in 1936 became the first African American finalist in the National Spelling Bee. The book explores how, despite her exceptional spelling abilities, she faced discrimination during the competition in Washington, D.C. The story highlights both MacNolia's remarkable achievement and the racial barriers of the Jim Crow era. (Recommended ages: 7-10) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Middle-Grade Biographies \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Never Caught, the Story of Ona Judge: George and Martha Washington’s Courageous Slave Who Dared to Run Away\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"(Young Readers Edition) by Erica Armstrong Dunbar \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This compelling adaptation of Erica Armstrong Dunbar’s adult biography will introduce middle-grade readers to the courageous story of Ona Judge, an enslaved woman who risked everything to escape enslavement by George and Martha Washington. This biography will give readers a heartbreaking look at life inside the Washington home during this time as the first family as well as insight into Judge’s brave escape to flee North as a fugitive. (Recommended ages: 10-12 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Speak Up, Speak Out!: The Extraordinary Life of Fighting Shirley Chisholm\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Tonya Bolden \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this engaging biography, award-winning author Tonya Bolden details the incredible life of Shirley Chisholm, the first Black woman elected to the United States Congress and the first to seek a major political party’s presidential nomination. This dynamic biography showcases Chisholmn’s determination to fight for justice and equality, inspiring students to stand up for their own beliefs and sense of justice. (Recommended ages: 10-14 years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"March Forward, Girl: From Young Warrior to Little Rock Nine\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Melba Pattillo Beals \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"In this powerful memoir, civil rights icon Melba Pattillo Beals invites young readers into her childhood world of 1940s segregated Arkansas, years before she would make history as one of the Little Rock Nine. Through vivid storytelling and unflinching honesty, Beals shows us what it was like to grow up under Jim Crow laws, guided by a fierce grandmother who taught her to “march forward” in the face of injustice. From witnessing Ku Klux Klan rallies to experiencing everyday acts of discrimination, young Melba learns hard truths about racism while developing the remarkable courage that would later help her integrate Central High School. Written with grace and accessibility for middle-grade readers, this inspiring memoir reveals how early experiences and family wisdom shaped an ordinary girl into an extraordinary warrior for justice. (Recommended ages: 10+ years) \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"March: Book One (The Life and Legacy of John Lewis)\",\"marks\":[{\"type\":\"underline\"},{\"type\":\"italic\"},{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" by Andrew Aydin, Nate Powell, and John Lewis\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This compelling graphic novel brings the remarkable journey of civil rights icon and congressman, John Lewis, to life for tween and teen readers. This book offers young people a look at Lewis’s commitment to nonviolent resistance and his decades of work to advance voting rights and social justice. It chronicles his life from his childhood to his later years serving in Congress. This book is part of the award-winning “March” series which aims to provide an engaging and accessible look at history for late middle grade and young adult readers. (Recommended ages: 12-15 year) \",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/71ly1oiA7s9MD6axWMGJlt/41ec36119274e5ec2aef1460fe4e0643/Social_Media_-_Black_History_Month_Blog.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Black History Month: Great New Biographies","publishedDate":"2025-02-06T00:00-05:00","createdAt":"2025-02-06T17:18:54.498Z","slug":"black-history-month-great-new-biographies","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This is the third post in our series on teaching vocabulary. If you’re new here, we suggest you begin by reading the previous posts in this series, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/launching-our-vocabulary-series-key-components-of-effective-vocabulary\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"click here for the introduction to the series\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" and \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/vocabulary-series-part-ii-quick-tips-to-power-up-your-explicit-teaching-of\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"here to read about explicitly teaching new vocabulary words\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". Each post will focus on building inclusive, culturally responsive practices around one aspect of Micheal Graves’ Four Principles of Effective Vocabulary Instruction (\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Vocabulary Book: Learning and Instruction\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" 2005).  \\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Why do varied and rich vocabulary experiences matter so much for students?\\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"While explicit instruction about high-leverage vocabulary words is a powerful practice for bolstering vocabulary knowledge, incidental learning is actually how we learn \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"most \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"new words throughout our lives. Research has found that the average learner enters kindergarten with 5000-10000 words in their vocabulary and leaves high school with around 50,000 (Nagy and Herman, 1987). Divided over 180 instructional days each year, that's around 17-20 words per day—certainly more than could be effectively and efficiently taught through explicit instruction.  \\n\\nChildren’s brains are naturally wired for language learning (Moats and Tolman, 2009; Wolf, 2008), and typically, creating environments full of rich and varied vocabulary centers around considering two larger areas for children to learn lots of new words: exposure to rich conversation (Nagy and Anderson, 1984; Sternberg, 1987) and exposure to reading increasingly sophisticated texts (Stanovich, 1986).  \\n\\nLanguage is not only a powerful tool through which we experience and participate in the world, but is also deeply connected to cultural identity. Thoughtfully curating a vocabulary environment can be a form of cultural affirmation and can frame students’ preexisting language knowledge as an asset, not an obstacle. Additionally, being strategic about the vocabulary that surrounds students each day allows us to embed support for all of our children’s development of their vocabularies and language skills, including multilingual learners. Giving opportunities for multiple exposures to new words through a variety of instructional activities and discussions can facilitate stronger retention and deepening of vocabulary knowledge for students learning a new language (Cardenas-Hagan, 2020).  \\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Four Tips for Creating Rich Vocabulary Experiences in the Classroom:\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Use complex and varied language across the day. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"For younger students who may not yet be reading complex texts on their own, the words they hear from adults provide one of their main venues for hearing and learning new and interesting words. Consider ways to change your everyday talk with students to include more varied language. For example, you might say, “Will you proceed briskly to the line?” instead of, “It’s time to line up.” One way to think about this is by identifying common phrases you say and asking yourself, “How else could I say that?”  You might also invite students and/or families to share how they say some of these everyday directives and relate those vocabulary experiences to your classroom activities. For example, if Mirae’s sister constantly tells her “aprúrate” when they are running late, that could become a part of the class language community as well. \\n\\nAdditionally, you’ll want to be particularly thoughtful about the language you use during instruction. Many curriculums already contain rich language. If you notice that some students do not understand some of the vocabulary used in your curriculum, stick to a quick synonym rather than reword the content. For example, if a lesson says, “Think about the character’s perspective.”  You might add, “Perspective means a particular attitude toward something.” Begin embedding new and content-specific vocabulary early, so students have many opportunities to hear new language used in context before they encounter the words on their own. \\n\\n\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Foster a linguistically affirming community of vocabulary learning. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"All of your learners enter classrooms with a particularly rich range of vocabulary knowledge that goes across languages (Martinez, 2018). They also each bring unique vocabularies rooted in cultural experiences based both inside and outside of school. Recognizing and leveraging the range of vocabulary knowledge in your classroom will bolster the growth of your students and allow for a richer language environment for all your learners, including your multilingual students. Research shows that having a large vocabulary in any language positively impacts children’s ability to use vocabulary in more precise and varied ways, such as interpreting metaphors or understanding connections between complex words (Genesee, 2015). In the classroom, you can create space for children to draw on their full linguistic repertoire as they learn new words by encouraging students to engage in discussions using any language they prefer. For example, two students might discuss an idea about a text together in Urdu before sharing that idea in English with the whole class community. Invite children to teach each other new words for shared classroom or curricular experiences in a variety of languages and help them to attend particularly to cognates between languages. For example, during a butterfly life cycle lesson students might learn that the word \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"metamorfosis \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"in Spanish is very similar to the word \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"metamorphosis \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"in English. Additionally, it may be informative and interesting for all children to better understand why and how cognates tend to develop. Discussing morphology and etymology (a topic we’ll address in the next post of this series) can help students understand that words like \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"survive\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (in English), \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"survivre \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"(in French), \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"sopravvivere\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (in Italian), and \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"sobreviver \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"(in Spanish) all share a similar Latin root, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"vivire\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", meaning “to live.”    \\n\\n\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Create regular opportunities for talk. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Meaningful vocabulary learning requires opportunities for children to use as well as hear words. Laufer and Nation (2012) found that “researchers seem to agree with ten exposures, there is some chance of recognizing the meaning of a new word later on” (p. 167). Other researchers have pointed to a range of numbers of exposures from 6-20 (Uchihara et al., 2012). While the number of exposures is a ballpark estimate, the larger point is that kids need to hear and interact with words many times before they become integrated into their vocabularies. Regular conversation allows children to naturally pick up new vocabulary through context and usage as well as to use newly acquired vocabulary for practical purposes.  For multilingual children, this can also create opportunities for strategic language development, particularly if children have the opportunity to converse using any and all languages they know.  Muthyala Udaya’s research indicates that gains in vocabulary in any language can support learning new vocabulary in a new language (2019). \\n\\nWhen creating additional opportunities for talk, consider the needs of your students. If your kids need to build more temporal vocabulary (first, next, suddenly, finally, etc…) and better understand shades of emotion (such as happy, joyful, elated), you might set aside more time to tell stories, to hear stories told, or to discuss their observations and the events of the day. Students will also benefit from time to play dramatically. As students are talking across the day, look for ways to extend their use of language. You might coach them to speak in more complex sentences, introduce content-specific or topic-specific language to help them discuss their ideas, or suggest a new vocabulary word that captures what they’re discussing. For example, consider an exchange we recently observed in a Kindergarten classroom during “choice time” while a group of students played with toy farm animals in the blocks center. The class has been learning about farms in a recent literacy unit.  \\n\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"       Teacher\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": What are you building?\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"       Austin\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": A place with the animals. The cow goes here.\\t\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"\\n       Samara\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": and the sheep.\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"       Teacher\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": I see you put the cow and the sheep together inside the building. Is this building the barn?\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"       Samara\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": Yep. The barn. It’s the barn.\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"      Teacher\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\": I see, you put the sheep and cows inside the barn. That will keep them safe on your farm.\\n\\n \\nThis conversation continued, but even inside this quick back-and-forth exchange, the teacher was able to affirm the work the children had done to build a barn and discuss two of the animals they had learned about, reinforce the vocabulary word \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"barn\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", and work on the prepositional phrase \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"inside\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". \\n\\n\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Preserve time for wide independent reading and read aloud to children across the day. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"Books are a particularly rich resource for children to encounter and learn new words. Printed text generally contains more low-frequency words than speech (Cunningham, 2005). In one analysis of the number of rare words in texts, researchers noted that even simple children’s books such as \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Goodnight Moon\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" contain 1.72 times more unique words than a typical conversation between adults and children (Montag et al., 2016). Additional research shows that different types of texts are likely to contain different types of words (Hiebert, 2020) with information texts typically containing a wider range of rare, context-dependent Tier 3 words, and narrative texts often containing many Tier 2 words that are relevant to characters' feelings, traits, settings, and problems. \\n\\nTo maximize the benefit of all those beautiful new words that kids will encounter, you’ll want to read aloud often and preserve ample time for independent reading across genres. Read-aloud time in particular can create space for both implicit and explicit vocabulary work, as you’ll likely teach some new words in a text as target words (for more ideas on this check out our\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/vocabulary-series-part-ii-quick-tips-to-power-up-your-explicit-teaching-of\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\" earlier post on explicitly teaching new vocabulary\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\") while other words kids will experience through simple exposure\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\\n\\n\\n\\nAs with all vocabulary practices, you’ll want to be thoughtful about how your own linguistic experiences and biases might shape the vocabulary environment in your classroom and be particularly thoughtful about how children are exposed to vocabulary. When planning any vocabulary experience, whether it's reading aloud, curating texts for your classroom library or play experiences for choice time, coaching children as they talk, or even selecting topics for children to talk about during morning meeting, you might consider the following lenses: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How can I set myself up to continuously learn about my students’ linguistic and cultural backgrounds and vocabulary practices? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How might our current language practices include or exclude students? How might I move our class language routines and practices toward more inclusivity?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How might my own linguistic biases impact how I coach students on their vocabulary usage and talk?\\n\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"References\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Cárdenas-Hagan, Elsa. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Brookes Publishing, 2020.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Cunningham A. (2005). Vocabulary growth through independent reading and reading aloud to children. In\\n     Kamil M., & Hiebert E. (Eds.), Teaching and learning new vocabulary: Bringing research to\\n     practice (pp. 45–68). Mahwah, NJ: Erlbaum. [\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://scholar.google.com/scholar_lookup?title=Teaching%20and%20learning%20new%20vocabulary:%20Bringing%20research%20to%20practice&author=A.%20Cunningham&publication_year=2005&\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Google Scholar\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"]\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Genesee, Fred. “Myths about Early Childhood Bilingualism.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Canadian Psychology / Psychologie\\n    Canadienne\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 56, no. 1, 2015, pp. 6–15, https://doi.org/10.1037/a0038599.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Graves, Michael F. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Vocabulary Book: Learning and Instruction\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Second edition, Teachers College Press, 2016.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Hiebert, Elfrieda H. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Teaching Words and How They Work: Small Changes for Big Vocabulary Results\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Teachers College Press : Scholastic Inc., 2020.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Laufer, B. & Nation, I.S.P. 2012. Vocabulary. In Gass, S.M. & Mackey, A. (Eds.) \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Routledge\\n     Handbook of Second Language Acquisition \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"(pp.163 – 176). Abingdon, Oxon.: Routledge\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Martínez, Ramón Antonio. “Beyond the \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"English Learner\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" Label: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The Reading Teacher\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 71, no. 5, 2018, pp. 515–22, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://doi.org/10.1002/trtr.1679\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://doi.org/10.1002/trtr.1679\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Moats, L, & Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Montag, Jessica L., et al. “The Words Children Hear: Picture Books and the Statistics for Language Learning.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Psychological Science\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 26, no. 9, 2015, pp. 1489–96, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://doi.org/10.1177/0956797615594361\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://doi.org/10.1177/0956797615594361\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Nagy, W.E. and Anderson, R.C. (1984) How Many Words Are There in Printed School\\n     English. Reading Research Quarterly, 19, 304-330, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"http://dx.doi.org/10.2307/747823\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"http://dx.doi.org/10.2307/747823\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for\\n     acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The nature of vocabulary\\n     acquisition\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (pp. 19–35). Lawrence Erlbaum Associates, Inc.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Stanovich, Keith E. “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Reading Research Quarterly\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 21, no. 4, 1986, pp. 360–407, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://doi.org/10.1598/RRQ.21.4.1\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"https://doi.org/10.1598/RRQ.21.4.1\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis\\n     (Eds.), \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"The nature of vocabulary acquisition\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (pp. 89–105). Lawrence Erlbaum Associates, Inc.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Uchihara, Takumi, et al. “The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Language Learning\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", vol. 69, no. 3, 2019, pp. 559–99, https://doi.org/10.1111/lang.12343.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Udaya, Muthyala. “USE OF L1 IN ENHANCING L2 VOCABULARY.” \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"European Journal of English Language Teaching\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", 4 (4), Feb. 2019, https://doi.org/10.46827/ejel.v0i0.4154.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Wolf, Maryanne. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Proust and the Squid: The Story and Science of the Reading Brain\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". HarperCollins\\n     Publishers, 2008.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/4cAAZr0ocP6FvqISEbZLri/5dc33e58ad20eff4fcc1d1a44faba8f1/Vocabulary_Blog_Post_-3_-_option_2.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Providing Rich and Varied Vocabulary Experiences","publishedDate":"2025-01-09T00:00-05:00","createdAt":"2025-01-09T15:41:02.187Z","slug":"providing-rich-and-varied-vocabulary-experiences","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This post is the second in a series of posts on teaching vocabulary. If you’re new here, we suggest you begin by reading the first post in this series, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/blog/launching-our-vocabulary-series-key-components-of-effective-vocabulary\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"click here\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\". Each post will focus on building inclusive, culturally responsive practices around one aspect of Micheal Graves’ Four Principles of Effective Vocabulary Instruction (\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Vocabulary Book: Learning and Instruction\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" 2005).  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Why does explicitly teaching individual words matter? \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Explicit vocabulary instruction is a powerful tool when approached through culturally responsive lenses. By thoughtfully teaching high-leverage words, we can:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Support students in accessing complex texts and new content.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Build bridges between students’ pre-existing language practices and domain specific vocabulary tied to school curriculum or topics of interest.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Position all students as language experts with valuable linguistic knowledge to share. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Create opportunities for cross-linguistic connections that deepen overall vocabulary understanding.\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nResearch confirms that explicit word instruction is highly effective (\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"National Reading Panel\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"). While we can't teach every new word students will encounter, strategically teaching select words through culturally responsive practices pays dividends in student learning and engagement.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Four Tips for Explicit Word Instruction: \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"ordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Select words with care. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"In any given text or unit, students are likely to encounter many new words. It would be inefficient to provide in-depth instruction on all potentially unknown words, not to mention that students would likely experience information overload, making the actual word meanings less likely to stick. We particularly appreciate the framework that Jan Burkins, Kari Yates, and Katie Cunningham propose in \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Shifting the Balance: Six Ways to Bring the Science of Reading into the Upper Elementary Grades, \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Grades 3-5. They suggest analyzing potential vocabulary to teach through the lens of the three U’s by finding words that are:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Urgent\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" to the text or context, \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Uncommon\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" or unlikely to be words students already know,\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Useful\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" across multiple contexts and to the current topic or text at hand. \\n\",\"marks\":[],\"data\":{}}]}]}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nAdditionally, you might select words with a particular lens on centering student’s prior linguistic knowledge by looking for: \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Words that allow students to make connections between familiar vocabulary (including more common words in English and words they know in languages spoken outside of school) and rarer words that they are more likely to encounter in text.  \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cognates that connect to students'  language knowledge. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Words that validate and expand students' cultural knowledge.\\n\\n\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"ordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Lean on familiar structure. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"When teaching a new word it can help to have a predictable structure to plan and deliver instruction.  \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \\n\\nGive a kid-friendly definition : \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"“\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Formation\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" means the process of how something is made or shaped over time. For example, the formation of mountains can take many years.” When possible, provide additional definitions in any other languages that are represented in your classroom. \\n\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Analyze the word structure, morphology, and cognates: \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"“The word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"formation\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" is made up of the root, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"form\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", which means shape, and the affix -\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"ation, \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"which makes a word into a noun. You know that word part from other words like application and creation. You might know similar words, or cognates, in other languages like \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"formación\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" in Spanish.”\\n\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Clarify the word context and put it into a sentence. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"“You can find the word formation in sentences like, ‘The formation of the Mekong river took many years because the water must wash away the dirt to make is path.’”  Invite students to generate their own examples based on their lived experiences and to create connections to various cultural contexts. \\n\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Connect the word into larger semantic and morphological networks. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Develop word webs based on the morphology and meaning of the words.  Invite students to include translations of related words and contexts and create space for discussing how different concepts may be expressed across cultures. \\n\\nWhile you might structure your teaching of new words in loosely the same way, you’ll want to be mindful that certain types of words will benefit from particular kinds of support and you’ll want to adapt your structure to account for differences between words. For example, a concrete process word like \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"formation \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"might be best explained with a timelapse video of mountain formation, a more abstract concept word like \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"justice\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" might warrant a conversation about examples and nonexamples. \\n\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Anchor new word learning in context. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Move beyond traditional memorization of word lists by anchoring new words into context. You might be particularly responsive to student knowledge and interests when selecting topics for study as well as work to create deliberate links between topics from core curricula and state standards and students' own lived experiences.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"When teaching new words in any topic or domain, begin by giving students the opportunity to activate their own pre-existing vocabulary networks about a topic. For example, before beginning a text or unit, invite children to teach each other about any words they already know about that topic. This helps to position students as already being knowledgeable about words and content and also gives us a glimpse into some of the information they already have before engaging in shared content. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Additionally, using a shared text, video, or hands on experience can make new word learning “stickier” for kids. This allows students to begin thinking of words as being a part of larger semantic networks around different topics and create space for them to anchor new vocabulary and new knowledge onto the things they already know.  For example, first graders who are reading Rasha Hamid’s \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"How to Bird \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"as part of a larger unit on birds might learn words like: \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"robin, nest, fledgling, feathers, wings, \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"and \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"migration\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Having students talk and think about how words around a topic might fit together can help students deepen their understanding of the new words they are learning. \\n\\n\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Give kids repeated opportunities to hear and use the words they are learning. \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Knowing a word is not an all or nothing proposition. Instead we go through phases of building our word knowledge, moving all the way from vague familiarity (i.e. “I think I’ve heard that word before…”) to being able to use a word expressively in multiple contexts. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Doing things like introducing vocabulary within a text set can channel kids to hear and use new words across multiple days and contexts. For example, the first grade students studying birds, might read \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"How to Bird \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"as they build up their vocabulary around the topic, then have additional opportunities to put their new vocabulary to use as they participate in a virtual interview with an ornithologist and go birding in a local park.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"You might also play quick games like word associations (e.g. “How is the word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"formation \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"linked to the word \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"landform\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"?”) or example/ non example challenges (e.g. If I say a word that tells about a bird’s body, say bird. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Feather? Raincoat? Beak? Fledgling\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"?”) to challenge kids to engage with new words across the day. Low stakes opportunities to play with language can also include invitations for kids to try out new English language vocabulary, and also words from the other languages represented in their classrooms. This playing with words deepens understanding of the individual target vocabulary words as well as of how words work in general. \\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This post is part of our Vocabulary Instruction Series. Stay tuned for deep dives into the other three pillars of effective vocabulary teaching.\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"References\\n\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Cunningham, Katie, et al. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". 1st edition, Routledge, 2023.\\n\\nGraves, Michael F. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Vocabulary Book: Learning and Instruction\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Second edition, Teachers College Press, 2016.\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/4epnP6gKCncTzSAx60XGiz/f362880c138f06f71605a5df7bbbe8ea/Vocabulary_Blog_Post_-2.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Vocabulary Series Part II: Quick Tips to Power Up Your Explicit Teaching of New Vocabulary Words ","publishedDate":"2024-11-12T00:00-05:00","createdAt":"2024-11-12T14:44:21.733Z","slug":"vocabulary-series-part-ii-quick-tips-to-power-up-your-explicit-teaching-of","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"November is National Native American Heritage Month here in the United States. This month gives us an opportunity to reflect on and strengthen the ways in which our teaching practices and materials honor the achievements and histories of American Indians and Alaska Natives, not only for the month of November, but all year long. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Dr. Debbie Resse, tribally enrolled at Nambé Pueblo and founder and writer of the website \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://americanindiansinchildrensliterature.blogspot.com/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"American Indians in Children’s Literature\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", reflected in a 2014 blog post, “Believe it or not, a lot of people express surprise to learn that we are still here. People think we were all killed or died of disease... gone from the face of the earth. Some people think we are still here, but that to be \\\"real\\\" Indians, we have to live like we did hundreds of years ago.” This list of chapter books features titles that focus on the lives of present day American Indians from many different areas and tribes and the diverse lives and experiences they lead.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"These texts are all published within the past four years, and span a range of ages and interests. Each one is sure to entice readers and broaden their awareness of the diverse experiences, interests, and lives of Native Americans today.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Jo Jo McKoons: The Used-to-Be Best Friend \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Dawn Quigley (Harper Collins 2021) \\nEarly Chapter Book Series  \\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"\\nJo Jo Mckoons: The Used-to-Be Best Friend\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" is the first book in a series of relatable and funny books about a 7 year old girl growing up on her Ojibwe reservation and attending school in a border town nearby. Jo Jo is a creative thinker who sees the world a bit differently from her mom, her kokum (grandmother), and her teacher. In this first story, Jo Jo worries over things like having her cat deflate when she gets her vaccinations and figuring out how to make more friends when she worries that her best friend at school, Fern, might not want to be friends any more. Readers will love Jo Jo’s strong narrative voice and will love being immersed in Jo Jo’s warm community at home and at school. Illustrator, Tara Audibert (of Wolastoqey and French heritage), brings the story to life with blackline illustrations throughout and author, Dawn Quigley (of the Turtle Mountain Band of Ojibwe), includes a glossary of Ojibwe and Michif words to help readers engage more fully with Jo Jo’s world. This is a great entry into chapter book reading and will especially entice readers in the middle elementary school years and makes for a wonderful whole class read-aloud or book club text. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"I Can Make This Promise\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Christine Day (Harper Collins 2019)  \\nMiddle Grade\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Set in contemporary Seattle, featuring a 12 year old Suquamish/Duwamish main character, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"I Can Make this Promise,\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" tackles intense questions about adoption and family history. The main character, Edie, is biracial and has always known that her mother was adopted from her Native family into a white family.  However, for Edie’s whole life she has been told that her mother knows little of her birth family or tribe.  When Edie stumbles on a box of old photographs while working on a film project with friends, her resulting discoveries (she shares a name with one of the people in the photographs!) lead her to try to uncover the truth about her past. Throughout her attempts, Edie learns about herself as well as about larger cultural dynamics, such as the activism of the American Indian Movement and the misrepresentations of Native Americans in film. Christine Day (of the Upper Skagit tribe) writes a powerful story that will get middle grade readers thinking about justice and representation as well as the power of family histories and tribal identities. This text is a fantastic addition to discussions about family history and cultural identity. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Mascot\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Charles Waters and Traci Sorell (Penguin Random House 2023) \\nMiddle Grade\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This novel in verse from Charles Waters and Traci Sorell (Cherokee Nation) tells the story of a middle school grappling with the question of their school’s mascot. The story is told from alternating perspectives, each from a character with different backgrounds and beliefs informing their positionality on the topic. When an eighth grade English teacher assigns the class a debate on whether the mascot should stay or change, the students (and their larger community) must grapple with questions about identity, tradition, and what it means to be an advocate for change. This is an accessible and compelling text that will get readers thinking critically right from the start. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Mascot \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"is sure to spark meaningful discussions around the meaning and importance of cultural sensitivity and school policies. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Harvest House\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\" \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Cynthia Leitich Smith (Candlewick 2023) \\nYoung Adult \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Set in a rural Kansas town, \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Harvest House\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", is perfect for fans of scary stories and creepy mysteries.  \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Harvest House\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" centers on high school sophomore Hughie Wolfe (you might remember him as Louise’s younger brother from Smith’s 2018 novel \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Hearts Unbroken\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"). Hughie, a member of the Muscogee Creek Nation, volunteers at a local haunted house attraction. However he quickly realizes that the attraction is intended to center on a local legend about an “Indian maiden” ghost and, even worse, the organizer wants Hughie to play an Indian ghost in the haunted burial ground portion of the attraction. As Hughie confronts racism at the haunted house, creepy and violent things begin to happen that echo the legend the house is based on. This novel tackles many contemporary issues including the plights of missing and murdered indigenous women and red face. Cynthia Leitich Smith’s (Muscogee Creek Nation) writing is sure to send chills down reader’s spines while also inviting them to think more deeply about racism in its many forms. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"},{\"type\":\"bold\"}],\"value\":\"Rez Ball \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Byron Graves (Harper Collins 2023) \\nYoung Adult \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Rez Ball \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"is sure to entice sports-loving teens with its basketball playing protagonist, Tre Brun, an Ojibwe sophomore from the Red Lake Nation Reservation in Minnesota. After losing his older brother, Jaxson, in a car accident, Tre struggles with grief and loss. He remains passionate about basketball as he navigates family expectations, racism, and the pressure of living up to his brother’s legacy on the court. Tre sees basketball as his future path and must fight to stay focused despite the grief as well as pressures at school and with his girlfriend Khiana. This is Byron Graves’ (Ojibwe) debut novel and its fast paced coming-of-age focused plot is sure to hook teen readers who love rooting for the underdog. It has also recently been adapted for a Netflix film (rated PG-13). \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"By featuring these books, educators can help dispel stereotypes and provide students with authentic representations of Native American life today. Celebrating Native American heritage and incorporating these perspectives should extend beyond November, enriching your curriculum throughout the year and this November marks a great time to review and update the collection of Indigenous voices in your classroom library.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"A note on the language in this post: one question we often hear in classrooms is “which is the correct term— Native American? American Indian? Indigenous Person? We’ve found \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://americanindian.si.edu/nk360/informational/impact-words-tips#:~:text=American%20Indian%2C%20Indian%2C%20Native%20American,group%20which%20term%20they%20prefer.\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"this\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" guidance from the National Museum of the American Indian to be particularly helpful.  Throughout this blog post we have aimed to refer to authors and characters using the terms used by the authors to refer to themselves and their tribal communities.  \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/14NEZ1iJX6K2YIc7OAnYVc/99dd02b24738e1c1dc721df36bb4fd68/Native_American_Heritage_Month_-_Blog_Photo.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Five Fantastic Chapter Books to Celebrate Native American Heritage Month","publishedDate":"2024-11-06T00:00-05:00","createdAt":"2024-11-06T15:42:35.242Z","slug":"five-fantastic-chapter-books-to-celebrate-native-american-heritage-month","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"At Teachers College Advancing Literacy we’re often engaged in study groups around specific topics with  our partner schools and \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"vocabulary \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"instruction is regularly an in-demand topic. We’ve been working with teachers and schools devoted to building up culturally responsive practices around research-based vocabulary instruction that affirms and empowers all students. This post is the first in our vocabulary series and over the next four posts we’ll be sharing a bit of that learning with you.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What makes vocabulary instruction so important? \",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"If you’re fascinated by words like we are, vocabulary instruction is already appealing to you. However, it’s also a truly vital skill set that children need to build and develop in order to experience success in school, literacy and life. Vocabulary refers to all the words that students know and use to learn and communicate effectively. All students enter school equipped with a range of language practices, experiences, and vocabularies that are important to access (Moll et. al 1992). \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"As practitioners of culturally responsive teaching, we must also consider the ways in which our vocabulary instruction can put students’ linguistic identities at the center of instruction while providing a robust and equitable experience for all. As with all instruction, vocabulary learning will be most powerful when it begins with students’ preexisting knowledge (Cardenas-Hagan 2020). Throughout instruction we must work to deliberately convey that all language practices and knowledge is valuable, not just traditionally valued “academic vocabulary” or ways of speaking and writing.  \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Vocabulary is what SG Paris (2005) classified as an “unconstrained skill,” meaning that it is a skill that is developed lifelong and is never fully mastered. Research tells us that vocabulary knowledge is a strong indicator of overall academic performance (Stahl & Fairbanks 1986) as well as of reading comprehension (August, Carlo, Dressler & Snow, 2005; Baumann, 2009; Chall, Jacobs, & Baldwin, 1990; Cunningham & Stanovich, 1997, Mancilla-Martinez & Lesaux, 2010). Additionally, vocabulary instruction can be a powerful venue for affirming and expanding on students’ preexisting language practices and knowledge. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"What are the components of effective vocabulary teaching?\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Vocabulary is the cornerstone of language mastery, and research shows that a strategic, culturally responsive approach to teaching it can make all the difference. Michael Graves (2000) identified four essential components of effective vocabulary instruction, which we can enhance through culturally responsive practices:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Providing rich and varied language experiences \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Teaching individual words \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Teaching word learning strategies \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Developing word consciousness \",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\nWhile implementing these four components, it’s crucial to recognize that vocabulary learning is deeply connected to children’s cultural and linguistic backgrounds. Effective, culturally responsive vocabulary instruction must also:\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Acknowledge and build on students’ existing linguistic knowledge, including knowledge of other languages. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Recognize that concepts and terms may be known to students in their home language. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"View multilingualism as an asset, not a deficit. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Deliberately create opportunities for children to discuss and build understanding of new words using their full linguistic repertoire. \",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Take place in a larger classroom community where all languages and cultures are seen and valued.\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Vocabulary learning is lifelong, and having a robust, culturally responsive instructional program built on these principles will empower students to continuously expand their word knowledge—beyond their school years. Over several upcoming blog posts, we’ll dig into each of Graves’ principles, providing practical ways to weave culturally responsive teaching into your vocabulary work as well as real-world ideas and examples of implementation. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"hr\",\"data\":{},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"This post is the beginning of our Vocabulary Instruction Series. Stay tuned for deep dives into the other three pillars of effective vocabulary teaching.\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"References\",\"marks\":[{\"type\":\"bold\"}],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"August, Diane, et al. “The Critical Role of Vocabulary Development for English Language Learners.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Learning Disabilities Research and Practice\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 20, no. 1, 2005, pp. 50–57, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1111/j.1540-5826.2005.00120.x\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1111/j.1540-5826.2005.00120.x\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\". \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Baumann, James F. “Intensity in Vocabulary Instruction and Effects on Reading Comprehension.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Topics in Language Disorders\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 29, no. 4, 2009, pp. 312–28, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1097/TLD.0b013e3181c29e22\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1097/TLD.0b013e3181c29e22\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cárdenas Hagan, Elsa, editor. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Paul H. Brookes Publishing Co, 2020.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Chall, Jeanne Sternlicht, et al. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Reading Crisis: Why Poor Children Fall Behind\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\". Harvard University Press, 1990, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.4159/9780674029354\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.4159/9780674029354\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Cunningham, Anne E., and Keith E. Stanovich. “Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Developmental Psychology\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 33, no. 6, 1997, pp. 934–45, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1037/0012-1649.33.6.934\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1037/0012-1649.33.6.934\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Graves, M. F. (2000). A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Program. In B. M. Taylor, M. F. Graves, & P. Van Den Broek (Eds.), Reading for Meaning: Fostering Comprehension in the Middle Grades (pp. 116-135). New York: Teachers College Press.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Mancilla-Martinez, Jeannette, and Nonie K. Lesaux. “Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-Speaking Language Minority Learners.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Journal of Educational Psychology\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 102, no. 3, 2010, pp. 701–11, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1037/a0019135\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1037/a0019135\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Moll, Luis C., et al. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Theory Into Practice\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 31, no. 2, 1992, pp. 132–41, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1080/00405849209543534\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1080/00405849209543534\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Paris, Scott G. “Reinterpreting the Development of Reading Skills.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Reading Research Quarterly\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 40, no. 2, Apr. 2005, pp. 184–202, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.1598/RRQ.40.2.3\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.1598/RRQ.40.2.3\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Stahl, Steven A., and Marilyn M. Fairbanks. “The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis.” \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Review of Educational Research\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", vol. 56, no. 1, 1986, p. 72, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://doi.org/10.2307/1170287\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://doi.org/10.2307/1170287\",\"marks\":[{\"type\":\"underline\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":null,"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Launching Our Vocabulary Series: Key Components of Effective Vocabulary Instruction ","publishedDate":"2024-10-18T00:00-04:00","createdAt":"2024-10-18T17:29:58.205Z","slug":"launching-our-vocabulary-series-key-components-of-effective-vocabulary","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"A special thanks to the generous grant from Teachers College Vice President's Grant for Diversity & Community Initiatives (DCI) for our first Summer Symposium on Multilingual Learning and Multiliteracies provided to Teachers College, Advancing Literacy. As we take a look back at the symposium, it was wonderful to have such a passionate group of amazing educators, leaders, and professors from around the world join us to share their expertise in the field for our 2 day Summer 2024, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Innovations in Multilingual Literacies Symposium: Exploring Multiliteracies; Oral Language and Vocabulary Acquisition; and Inclusive, Culturally Responsive Pedagogies: Grades K-9\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"!\",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" \",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"This symposium marked the beginning of an important conversation uniting experts from around the world to connect research and theory to help develop new ideas and innovations to influence the curriculum of so many students for the upcoming school year. \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The ideas and energy generated at the \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Innovations in Multilingual Literacies Symposium\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\", hosted by Advancing Literacy and professors of Teachers College, continue to resonate with so many of us who advocate for a more equitable education for Multilinguals and Bilingual Students. Across the symposium we delved into the value of oral language and vocabulary acquisition, culturally responsive pedagogy, multiliteracies and multimodal access in our curriculum, and the intersection of the brain and readiness for language development. It was beautiful to explore ways to make our teaching more culturally responsive and celebratory of multilingual learners. It was inspiring to see practitioners innovating from research, designing curriculum adaptations, and exploring ways to be more focused on both language and vocabulary development and building on the knowledge of our Multilingual and Bilingual Students. Seeing all these educators give their time to teach and learn with colleagues inspires so much hope for the endless possibilities for the work we should all be doing together to continue to amplify the voices of our Bilingual and Multilingual Students learning new languages.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"The success of this symposium was due to the collective support of our dynamic team of professors - Agustín Reyes-Torres, Dr. Patricia Martinez Álvarez, Dr. María Paula Ghiso, and Dr. Karen Froud - and directors Alexandra Roman and Dr. Mary Ehrenworth, and the beautiful collections of books curated by Abraham Barretto at Lee & Low Books, Inc.  Collectively they believe in the mission of creating more equitable academic settings for Multilingual and Bilingual Students. Each professor enlightened us with their knowledge and allowed the educators in our session to reflect on their practices and consider ways to redesign and enhance their curriculum. Our hearts feel full and thrilled about the way each of us brought a unique voice and created such a dynamic and powerful message to empower students' identities, connect their background knowledge and lived experiences, and bridge families, homes, and communities together with the school curriculum! \",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Working alongside each other reminded us about the power we possess as educators, to see the potential in our students, build on their linguistic, cultural, and educational capital and competence by allowing them to be active learners and providing them with the agency that guides them to make meaning and grow knowledge. Professor Agustín Reyes-Torres stated, \\\"The role of the teacher is to guide students to be active and support them in connecting the dots to be fully engaged in the process of creating meaning and knowledge. In order to accomplish this, teachers must promote student agency in their learning and co-design with their students the learning and include multi-modalities to create a dynamic literacy experience.\\\" Also, it was powerful to be reminded by Dr. María Paula Ghiso that as educators “we need to honor the families as learning partners and connect with our students' communities, culture, and lived experiences by seeing them as assets in our curriculum.” Dr. Patricia Martínez Álvarez shared the power we have as educators to bring into our curriculum opportunities for multigenerational learning connecting with our students' homes and communities to bring their knowledge and practices into our instruction. Dr. Karen Froud empowered and amazed us to begin to understand how the brain handles more than one language and the connection to language development and its impact on reading and writing especially for Multilingual learners.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We can continue to work and collaborate by making the lives of our bilingual and multilingual learners at the center of designing instruction that allows them to bring their full identity, feel valued, and be included in our curriculum. We are looking forward to developing more events and learning opportunities at Advancing Literacy to continue nurturing powerful conversations connecting researchers, professors, educators, and leaders and continue working to bridge our students’ identities, culture, and community into any curriculum.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Best,  \\nAlexandra Roman\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"embedded-asset-block\",\"data\":{\"target\":{\"metadata\":{\"tags\":[],\"concepts\":[]},\"sys\":{\"space\":{\"sys\":{\"type\":\"Link\",\"linkType\":\"Space\",\"id\":\"c11q5musi1a1o\",\"contentful_id\":\"11q5musi1a1o\"}},\"id\":\"c5vBi7Gwgxcx4rVBhIshgUy\",\"type\":\"Asset\",\"createdAt\":\"2024-09-13T18:31:11.816Z\",\"updatedAt\":\"2024-09-13T18:31:11.816Z\",\"environment\":{\"sys\":{\"id\":\"master\",\"type\":\"Link\",\"linkType\":\"Environment\",\"contentful_id\":\"master\"}},\"publishedVersion\":4,\"revision\":1,\"contentful_id\":\"5vBi7Gwgxcx4rVBhIshgUy\"},\"fields\":{\"title\":{\"en-US\":\"mll2\"},\"description\":{\"en-US\":\"mll2\"},\"file\":{\"en-US\":{\"url\":\"//images.ctfassets.net/11q5musi1a1o/5vBi7Gwgxcx4rVBhIshgUy/6d365e9c1f93328b6013ab7c9376180b/IMG_5249__2_.jpg\",\"details\":{\"size\":1671824,\"image\":{\"width\":5712,\"height\":4284}},\"fileName\":\"IMG_5249 (2).jpg\",\"contentType\":\"image/jpeg\"}}}}},\"content\":[]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/4WrlDoAE1oIzxvW69yCORe/3f6080887d9fcd4121829d7026f2fa37/mll3.jpg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":" Reflections After the Multilingual Literacies Symposium","publishedDate":"2024-09-12T00:00-04:00","createdAt":"2024-09-13T17:25:12.748Z","slug":"reflections-after-the-multilingual-literacies-symposium","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"TC Advancing Literacy and the Department of Art and Art Education were awarded a Diversity and Community Initiatives Grant during the 2023-24 school year. The vision was to build an art exhibit intended to bring the vast and diverse community of Teachers College together. The grant was able to sponsor artist Wade Kavanaugh to join students and faculty in building a commissioned piece of art titled \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Spectrum of Togetherness\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\". Through paper based sculpture and light, the artist molded an initial form, displayed outside of the Gottesman Library. As the piece was installed, students and faculty were invited to contribute, add, and mold their own pieces to the larger piece demonstrating individuality juxtaposed with collaboration. In addition, the artist intended for the piece to represent activism and healing in the spirit of togetherness, both conceptually and aesthetically. The piece remained through graduation to be shared with visitors and families of TC.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Simultaneously, students of the Department of Art and Art Education were invited to exhibit pieces of work in a gallery in the Everett Lounge, adding another layer to the theme of togetherness and inclusion. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"TC Advancing Literacy and the Department of Art and Art Education are grateful to the Office of Diversity and Community Affairs and the Gottesman Library for the opportunity to share \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Spectrum of Togetherness \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"with the TC Community.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/3b1ATh2I8Txzd6szOm5sNb/5c78a1843e84e086f7a3dde709136826/IMG_4328.jpeg?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"TCAL & TC Department of Art and Art Education Receives a Grant for \"Spectrum of Togetherness\"","publishedDate":"2024-09-12T00:00-04:00","createdAt":"2024-09-13T15:59:44.049Z","slug":"tcal-and-tc-department-of-art-and-art-education-receives-a-grant-for","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"The ideas and energy generated at the March Reunion, hosted by Advancing Literacy and friends of Teachers College, continue to resonate. It was lovely to dive into foundational reading, digital literacies, and AI. It was beautiful to explore ways to make our teaching more culturally responsive and more celebratory of multilingual learners. It was inspiring to see practitioners innovating from research, designing morphology studies, addressing foundational gaps with older readers, practicing fluency in joyful ways. Seeing all these educators give their time to teach and learn with colleagues inspires so much hope. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Carmen Agra Deedy reminded all of us of the power of storytelling. It’s not just the content of Carmen’s stories that mesmerize, though they do entrance - especially the way adults in her stories learn from children, and how much her characters learn and teach about love. It’s that when Carmen tells a story she brings her whole spirit and body to the experience. Carmen’s gestures act out the story. Her voice brings alive each character. Her vast pleasure in the magic of stories is contagious and captivating. I’m reminded of the power of an irrepressible storyteller, and inspired to be more vivid with my own storytelling during read aloud and writing workshop. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Join Carmen Agra Deedy as she \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.youtube.com/watch?v=niZlBizrlU8\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"teaches about storytelling in writing workshop\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" and listen to her explain \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.youtube.com/watch?v=Jt-kuBJa79Q\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"how to use your voice as an instrument when reading aloud\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". Share the joy!\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Eduardo Briceño held us captive in a different way. Eduardo talked about the learning zone and the performance zone, describing Cirque du Soleil. Eduardo described how Cirque du Soleil performs literally in the performance zone, without nets. The stakes are high and the performance is not a time to embrace failure. But they practice in a learning zone, with nets. The stakes are low, and learners can fail and adjust and learn from mistakes. Eduardo had us think about the performance paradox - that we often learn a huge amount as novices, but once we feel proficient, we stagnate. Hmm!\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Eduardo’s words left me thinking a lot about school, and how important it is not just for kids but also for teachers to flourish in a learning zone. When threat perception is too high, when all emphasis is on performance, then growth becomes impossible. Let’s consider how we can care for colleagues, how we can set goals that inspire learning and experimentation. Eduardo had us think about setting learning goals as a school community. That too made me think, as all too often, school goals seem to be set as achievement goals, not learning goals. I hope, this spring, that many of us will be thinking about what we want to learn about our children and families, what we want to learn with our colleagues, and how we can create communities where it’s okay to not be perfect. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"You can watch Eduardo Briceño’s Ted Talk: \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.youtube.com/watch?v=YKACzIrog24&t=97s\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"How to Get Better at the Things You Care Abou\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"t, to hear more about the learning and performance zones. And to really explore more about creating environments where people love to grow, read Eduardo’s new book, \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://briceno.com/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"The Performance Paradox: Turning the Power of Mindset into Action\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"I’m also thinking, in the wake of Eduardo’s talk, about newcomers and multilingual learners, and how negotiating school in a new language can feel like a performance zone. In Carmen Agra Deedy’s storytelling, she ranged across Spanish and English, translanguaging, celebrating her linguistic and cultural heritages. Carmen and Eduardo stir us to make school more beautiful and joyful for every child. If you’re able, join us for our \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://advancingliteracy.tc.columbia.edu/events/innovations-in-multilingual-and-bilingual-literacies-symposium-2024\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Multiliteracies and Bilingual Literacies Symposium\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\", July 1-2, in-person at Teachers College, where we’ll have the opportunity to learn with Teachers College faculty, including Professor María Paula Ghiso and Professor Patricia Martínez-Álvarez.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{\"target\":{\"metadata\":{\"tags\":[],\"concepts\":[]},\"sys\":{\"space\":{\"sys\":{\"type\":\"Link\",\"linkType\":\"Space\",\"id\":\"c11q5musi1a1o\",\"contentful_id\":\"11q5musi1a1o\"}},\"id\":\"c3Ik09Co8VhRkWKl5vLEMZ\",\"type\":\"Asset\",\"createdAt\":\"2024-03-26T14:31:55.063Z\",\"updatedAt\":\"2024-03-26T14:31:55.063Z\",\"environment\":{\"sys\":{\"id\":\"master\",\"type\":\"Link\",\"linkType\":\"Environment\",\"contentful_id\":\"master\"}},\"publishedVersion\":6,\"revision\":1,\"contentful_id\":\"3Ik09Co8VhRkWKl5vLEMZ\"},\"fields\":{\"title\":{\"en-US\":\"Martinez-Alvarez Ghiso Books Blog Post\"},\"description\":{\"en-US\":\"\"},\"file\":{\"en-US\":{\"url\":\"//images.ctfassets.net/11q5musi1a1o/3Ik09Co8VhRkWKl5vLEMZ/85b56e8205f93791c9f30604440da91e/Martinez-Alvarez_Ghiso_Blog_Post.jpg\",\"details\":{\"size\":6249894,\"image\":{\"width\":8000,\"height\":6000}},\"fileName\":\"Martinez-Alvarez Ghiso Blog Post.jpg\",\"contentType\":\"image/jpeg\"}}}}},\"content\":[],\"nodeType\":\"embedded-asset-block\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/6ErXlZxeeM7LhDdbQBn82N/eb7ddf50496d28439958b921f16d3775/Eduardo_Carmen_Blog_Post.jpg?w=800&q=50"}},"author":{"firstName":"Mary","lastName":"Ehrenworth","image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/68P9IY8nNd76fym3c8SWCV/8eb187114178effa97e81f57e9fd1d96/Mary-Ehrenworth---Blog-Author-Icon.png?w=800&q=50"}}},"title":"Reflections on the Saturday Reunion","publishedDate":"2024-03-26T09:00-04:00","createdAt":"2024-03-26T14:08:08.117Z","slug":"reflections-on-the-saturday-reunion","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Forty years ago, this organization was founded as The Teachers College Writing Project. We were housed in beautiful, scruffy rooms on the third floor of Horace Mann, and staff developers met there to study writing instruction, and to take writing process to schools in the neighboring areas. Many of the founding staff emerged from the MFA program at Columbia, and everyone’s passion was writing. A belief in the significance of every child’s voice, and writing as a learnable craft, were key to our early work.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Since then, our work expanded, first into reading, when we became the Teachers College Reading and Writing Project, and then into content literacies, and multiliteracies, and digital literacies, and anti-oppressive education. We’ve broadened our research, our fields of study, and our communities. We’ve also learned to value collaboration and varied perspectives. There are complex and varied pedagogies for teaching children to be critical thinkers, confident writers, powerful readers.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"We have a new name to reflect our goals in expanding what literacy means — that it is a human right, that it is nuanced and changeable, that teaching literacy is an ever-evolving process. Advancing Literacy is more than a new name. To mark our next phase in literacy professional development, our interest in modernizing what literacy means, and our deep coalition with other departments at Teachers College, the Teachers College Reading and Writing Project (TCRWP) will transition to the ‘Advancing Literacy’ initiative at Teachers College. The Advancing Literacy unit will be housed within TC’s Continuing Professional Studies - where the original TC Writing Project began. Over the next few months, you’ll begin to see ‘Advancing Literacy’ on our site, resources, and tools. In this capacity we embrace our history, our far-flung roots in origins such as the National Writing Project, our traditions of bringing educators together to study, and of teaching and learning in your classrooms.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5oSH27ypZhoRBoAGm0FDKi/8d3aefcd9fb7fefa62ecef00e4f588d4/Advancing_Literacy-Blog_News-Post.png?w=800&q=50"}},"author":{"firstName":"Mary","lastName":"Ehrenworth","image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/68P9IY8nNd76fym3c8SWCV/8eb187114178effa97e81f57e9fd1d96/Mary-Ehrenworth---Blog-Author-Icon.png?w=800&q=50"}}},"title":"Advancing Literacy","publishedDate":"2023-09-01T00:00-04:00","createdAt":"2023-09-01T13:39:22.972Z","slug":"advancing-literacy","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"If you’re an educator, you live and breathe by a school calendar. The start of school is our New Year's Day. At Advancing Literacy (formerly TCRWP), we live by the school calendar too, and this is the time when we think creatively about teaching and learning, as we embark on a year of hosting institutes, doing PD in schools, researching in study groups and think tanks.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"When I was writing my dissertation, one of my most powerful mentors at Teachers College was Maxine Greene. Teaching, for Maxine, was about imagining possibility. Maxine’s words remind me that our work, as teachers, is to orient ourselves to the possible. In “Imagining futures: The public school and possibility,” Maxine wrote that “teachers must think about what is involved in inventing the kinds of situations where individuals come together in such a way that each one feels a responsibility for naming the humane and the desirable and moving together to attain them” (2000a, p. 274).\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"How beautiful, to position our work as striving to increase our common humanity. That ethos helps me to embrace some positions and to reject others in my work. It may help you. I think, as I consider a workbook in which children will scribble small answers to small questions in small boxes - will this work increase their humanity? Does it envision possibility for these children, these young people? Or is it a container to keep them small? And I reach, as an antidote to work that seems small, for the story by Matt de la Peña or Jaqueline Woodson or Grace Lin or Julie Flett or the nonfiction by Jason Chin or Duncan Tonatiuh or Carole Boston Weatherford, or the many authors whose texts shatter preconceptions, that let us see ourselves and each other and the world as full of love and loss and beauty and pain, as imperfect and mutable and connected. In 2000, Maxine also wrote that the work of teaching is the work of: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Thinking about our thinking, imagining things for ourselves, seeking a community of concern in a public space: These may be the phases of our striving for social justice, our striving for collectivity, our striving for what is always in the making - what we call democracy. These may be our ways of reaching toward each other in safe and unsafe spaces, seeking equity, seeking decency, seeking for a common world. (2000b, p. 303)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Let’s think, teachers, at this start of the year, about our goals, about what work we want to deepen, and to ask, as well, what we want to change. How will we fight systemic racism? How will we resist the spread of homophobia and transphobia? How will we build cultures of care and belonging? How will we learn more about the effects of social media and AI on how our children are learning and becoming? How will our literacy work embed itself in anti-oppressive education, and trauma-informed pedagogies, and culturally responsive teaching? In April 2020, in “Teachers, we cannot go back to the way things were,” Bettina Love invited teachers, as schools re-emerged from the global and national trauma of COVID-19, to radically dream, to not reconstruct flawed, unequal, and racist educational paradigms but to think with imagination and creativity about something new, something better. Every year we get to do that, we have to do that. This is our time to imagine, create, innovate.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"There is so much to read, to learn, to study, to try. As you go into this year, here are some texts that I’m finding helpful at the very start of the year, that you might find helpful as well:\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{\"target\":{\"metadata\":{\"tags\":[],\"concepts\":[]},\"sys\":{\"space\":{\"sys\":{\"type\":\"Link\",\"linkType\":\"Space\",\"id\":\"c11q5musi1a1o\",\"contentful_id\":\"11q5musi1a1o\"}},\"id\":\"c6NQ7JbM0LHRqFiIAkVS5Yb\",\"type\":\"Asset\",\"createdAt\":\"2023-09-05T19:57:57.848Z\",\"updatedAt\":\"2023-09-05T19:57:57.848Z\",\"environment\":{\"sys\":{\"id\":\"master\",\"type\":\"Link\",\"linkType\":\"Environment\",\"contentful_id\":\"master\"}},\"publishedVersion\":8,\"revision\":1,\"contentful_id\":\"6NQ7JbM0LHRqFiIAkVS5Yb\"},\"fields\":{\"title\":{\"en-US\":\"blog post - 9.5.23 - content photo\"},\"file\":{\"en-US\":{\"url\":\"//images.ctfassets.net/11q5musi1a1o/6NQ7JbM0LHRqFiIAkVS5Yb/d31ff5783eb63833353bc8ac561cb1e4/blog_books_3up.png\",\"details\":{\"size\":237859,\"image\":{\"width\":600,\"height\":286}},\"fileName\":\"blog_books_3up.png\",\"contentType\":\"image/png\"}}}}},\"content\":[],\"nodeType\":\"embedded-asset-block\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"We also have learning opportunities at TC in the next few weeks that may increase your energy, your knowledge, your sense of coalition, of joy, of possibility. These include: \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/events/october-coaching-institute-on-the-teaching-of-writing-2023\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"The October Institute on the Coaching of Writing\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n(Oct 22-25 at TC and NYC schools)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/events/long-island-coaching-institute-on-the-teaching-of-writing-2023\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"The Long Island Institute on the Coaching of Writing\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n(Nov 13-15, TC in Oceanside Schools) \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/events/close-reading-and-writing-about-reading-in-high-school-institute-2023\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Close Reading and Writing about Reading in High School Institute\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n(Nov 13-15, virtual)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/events/toolkits-to-support-small-group-work-in-reading-and-writing-institute-2023\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Toolkits to Support Small Group Work in Reading and Writing Institute\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n(Nov 28-Dec 1, at TC)\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Our coaching institutes will invite you into classrooms with practitioners who are innovating, reflecting, responding to what children teach us. Our high school institute will lure you to make close reading intellectual, inclusive, and beautiful, and to make writing about reading simultaneously personal and analytic. Our toolkits institute will help you prepare to support the wide range of readers, writers, and thinkers you’ll encounter this year, in ways that support independence and agency. Come think and learn with Amanda Hartman, Brooke Geller, Carl Ciaramitaro, Christine Holley, Katy Wischow, Mary Ehrenworth, Natalie Louis, Phil Seyfried, Heather Burns, Rhea Royster, and all your other TC staff developers. We look forward to a new school year with you, of joy, of hope, of possibility, of love.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\nGreene, M. (2000). Imagining futures: The public school and possibility. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Journal of Curriculum Studies, 32\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", 267-280.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Greene, M. (2000). Lived spaces, shared spaces, public spaces. In M. Fine & L. Weiss (Eds.),\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" Construction sites: Excavating race, class, and gender among urban youth\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" (pp. 293-304). New York: Teachers College Press.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Love, B. (2020). Teachers, we cannot go back to the way things were. \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Education Week \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"29, 2020\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5oSH27ypZhoRBoAGm0FDKi/8d3aefcd9fb7fefa62ecef00e4f588d4/Advancing_Literacy-Blog_News-Post.png?w=800&q=50"}},"author":{"firstName":"Mary","lastName":"Ehrenworth","image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/68P9IY8nNd76fym3c8SWCV/8eb187114178effa97e81f57e9fd1d96/Mary-Ehrenworth---Blog-Author-Icon.png?w=800&q=50"}}},"title":"Our Work Continues and Grows with a New Name and a New Year","publishedDate":"2023-09-04T09:00-04:00","createdAt":"2023-09-04T15:10:01.596Z","slug":"our-work-continues-and-grows-with-a-new-name-and-a-new-year","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Teachers College Advancing Literacy received a grant from the Vice President's Grant for Diversity & Community Initiatives (DCI) for our Symposium on Multilingual Learning and Multiliteracies! \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"We are excited to partner with our TC faculty advisor Dr. María Paula Ghiso, Department Chair of Curriculum and Teaching and Literacy Specialist Program Co-Director, and Dr. Patricia Martínez Álvarez, Department Chair of Arts and Humanities and Program Director of Bilingual/Bicultural Education, on exploring this important topic. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This cross-department collaboration explored research in multiliteracies, in culturally responsive teaching, and in creating communities of care and belonging.  The collaborative aims to offer a symposium in July on multiliteracies and multilingual learning. To read more about our grant and others that were awarded, please visit \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://www.tc.columbia.edu/diversity/grants--awards/the-vice-presidents-grant-for-diversity--community-initiatives-dci/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"here\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5oSH27ypZhoRBoAGm0FDKi/8d3aefcd9fb7fefa62ecef00e4f588d4/Advancing_Literacy-Blog_News-Post.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"TCAL Receives Grant for Multilingual Learning Symposium","publishedDate":"2024-01-05T09:00-05:00","createdAt":"2024-01-05T19:08:15.342Z","slug":"tcal-receives-grant-for-multilingual-learning-symposium","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"All year long you’ll undoubtedly want to introduce your students to amazing Latine authors like Carmen Agra Deedy and her newest book \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Carina Felina\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", Matt de la Peña and his latest title \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Patchwork\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\", Donna Barba Higuera, Meg Medina, Yuyi Morales, Elizabeth Acevedo, Emma Otheguy, and Claribel Ortega. This Hispanic Heritage Month we are shining a spotlight on some of our favorite releases that tell the life stories of some fascinating, important figures in Latine history and culture, that invite kids to see themselves in the world, and that tell stories that propel people into action.\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[],\"nodeType\":\"hr\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Biographies\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-3\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Celia Cruz, Queen of Salsa\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Veronica Chambers and Julie Maren\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Portrait of an Artist: Frida Kahlo: Discover the Artist\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Lucy Brownridge and illustrated by Sandra Dieckmann\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"¡Mambo Mucho Mambo! The Dance That Crossed Color Lines\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Dean Robbins\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Alicia Alonso Dances On\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Rose Viña\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Mother of Sharks\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Melissa Cristina Márquez\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Madre de los tiburones\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Melissa Cristina Márquez\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Areli is a Dreamer\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Areli Morales\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Areli es un dreamer\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Areli Morales\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Queen of Tejano Music: Selena\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Silvia López \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Sing with Me: The Story of Selena Quintanilla\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Diana López \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Be Bold! 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Higuera\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"El pañuelo amarillo\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Donna Barba Higuera\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Todos somos conectados\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Gabi Garcia\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Martina Has Too Many Tías \",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"by Emma Otheguy\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Martina tiene muchas tías\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Emma Otheguy\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"My Two Border Towns\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by David Bowles \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Mis dos pueblos fronterizos\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por David Bowles \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"A Song of Frutas\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Margarita Engle\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Un pregón de frutas\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Margarita Engle\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Patchwork\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Matt de la Peña \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Carina Felina\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Carmen Agra Deedy\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"El cuento de Carina Felina\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Carmen Agra Deedy\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Books about Social Action\",\"nodeType\":\"text\"}],\"nodeType\":\"heading-3\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Just Help: How to Build a Better World\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Sonia Sotomayor \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"¡Solo Ayuda!: Como construir un mundo mejor\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" por Sonia Sotomayor \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Sí se puede\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\":\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\" The Latino Heroes Who Changed the United States\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Julio Anta\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"Viva’s Voice\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Raquel Donoso\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"},{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"italic\"}],\"value\":\"A Seed in the Sun\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\" by Aida Salazar\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"list-item\"}],\"nodeType\":\"unordered-list\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5QGOhxzrVO5pX2Mj2LY5fQ/804fa8c814139bc6c3d86f12aec00fd0/Blog-Hispanic-Heritage-Month-2023.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Celebrating Lives & Stories This Hispanic Heritage Month","publishedDate":"2023-09-29T00:00-04:00","createdAt":"2023-09-29T17:51:01.147Z","slug":"celebrating-lives-and-stories-this-hispanic-heritage-month","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Teachers, coaches, administrators! Join Amanda Hartman and Carl Ciaramitaro for an in-depth virtual series: Bringing Culturally Responsive Pedagogy into Your Writing Workshop, Read-Alouds, and Across Your Day, Grades K-5. You can join for 1 day, or all 5!\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"This is a study group for teachers to look deeply at their teaching and instruction and to learn how to reflect and use culturally responsive pedagogy to anchor their decisions. We will work together as a group to study ways we plan, teach and respond to students to reflect on how we can show up in our classrooms. Each of these days will study deeply both culturally responsive pedagogy and practical applications in the classroom. We will study our methods of teaching, content and materials we bring to students to build more inclusive practices for our students. We will also think about these practices for ourselves as educators as well. Educators will have space to explore and dig into their own experiences to grow a deep understanding of self and to think about ways to connect to the students and families in their communities.\\n\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/conference-days/666c2b0b-796a-4be6-befd-cc2f201b1a0a\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Ground Your Work in Culturally Responsive Pedagogy: Practical Ways to Build Identity Environments through, Read aloud, Writing Workshop and Beyond\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Thursday, October 26, 2023\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/conference-days/a2188708-964b-43c8-a65b-54b40102663a\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Consider Culturally Responsive Practices when Building Fiction and Nonfiction Text Sets for Read Aloud\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\nFriday, December 1, 2023\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/conference-days/46a9f5e9-0f30-4062-8b73-c48b664233bb\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"How to Leverage Teacher Examples, Mentor Texts, and Student Work to be Culturally Responsive and Sustaining\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Friday, January 5, 2024\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/conference-days/43f2a1db-010c-4929-8002-0730f64f3ab3\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Take Your Culturally Responsive Classroom to the Next Level: Studying Criticality, Justice and Action in Read Aloud\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Friday, February 9, 2024\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/conference-days/b9b852ae-defd-4757-bfdd-b53811cc86f2\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Teach Our Writers to Wield their Pens for Justice: Ways to Support Writers to Take Action Through their Words and Collaborations\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Friday, April 5, 2024\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"\\n\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Individual Ticket Purchase Cost:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"\\n$150 per participant, per each study group date. \\nThe days are offered virtually, live, only.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Payment:\",\"nodeType\":\"text\"},{\"data\":{},\"marks\":[],\"value\":\"\\nPayment can be made by credit card or purchase order. Purchase orders for this conference day should be made out to: Advancing Literacy at Teachers College, 525 W 120th Street, Box 77, New York, NY 10027.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/13kn7APSH5X7CaYhtyptzJ/b59f8e7c268bd6e1835dc24ab65fc571/Blog-Post-Adult-PD.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Join Advancing Literacy’s Culturally Responsive Planning & Teaching: A Series!","publishedDate":"2023-10-16T09:00-04:00","createdAt":"2023-10-16T14:26:18.670Z","slug":"culturally-responsive-planning-and-teaching-a-series","referenceItems":null},{"body":{"body":"{\"nodeType\":\"document\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"On September 22, Advancing Literacy at Teachers College hosted our first Parent and Caregiver Day of the year. We were so proud to host this event and thrilled that so many of you came! Keep reading for a quick rundown of the day (and don’t forget that there will be a whole series of FREE workshops for families and caregivers throughout the year).\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Dr. Mary Ehrenworth launched the day by reminding all of us of the powerful impact families have in supporting our children’s literacy development. She helped us to understand how storytelling is a human endeavor that helps us make sense of not only our own lives but of the world. With that in mind, she led us in a few important directions:\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"There is power in reading to and with our children.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Reading books that help children both see themselves AND learn about others in the world is critical, and she leaned on the groundbreaking research of Dr. Rudine Sims Bishop to explain why.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Creating a culture of reading and curiosity outside of school is key to children’s growth.\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Reading can build knowledge and a new understanding of the world.\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Across the day we offered more than 20 workshops, in English and Spanish, that covered topics about reading, writing, phonics, ways to work with our bilingual children, ways to support conversations about justice, and how to support homework outside of school. The day gave parents & caregivers ways to support children at the earliest stages of literacy all the way through middle school. Participants came away with strategies, games, songs, activities, and book lists that they can use outside of school with their children to support, nurture, encourage, and inspire us to use more reading and writing in our daily lives.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Special guest, Maryah Greene\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Maryah Greene, the author of \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.penguinrandomhouse.com/books/675612/good-things-by-maryah-greene-illustrated-by-alleanna-harris/\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Good Things\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", gave a beautiful workshop for families about the importance of helping children heal & grieve while staying connected to the community and the natural world.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"heading-3\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Booklists!\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We shared many books to read with and to your children and ones that children may enjoy reading on their own.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"unordered-list\",\"data\":{},\"content\":[{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://tcrwp.padlet.org/TCRWP/booksforfamilies\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://tcrwp.padlet.org/TCRWP/booksforfamilies\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]}]},{\"nodeType\":\"list-item\",\"data\":{},\"content\":[{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://tcrwp.padlet.org/TCRWP/identityjusticebooksforfamilies\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"https://tcrwp.padlet.org/TCRWP/identityjusticebooksforfamilies\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"\",\"marks\":[],\"data\":{}}]}]}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"\\n\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"Remember, there are many ways to get books into your homes. Your school (hopefully) sends home books, you have your local libraries (\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.overdrive.com/apps/libby\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"and library apps\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"), local bookstores (\",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://bookshop.org/lists/app\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"and Bookshop app\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\"), and even across YouTube you can find your favorite books to read!\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We will be hosting more free events online and here at Advancing Literacy at Teachers College. We will have, twice a month in the evening, one-hour workshops for parents and caregivers. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://drive.google.com/file/d/1jXM-TTpISgoYDVTeh8nc2mZFw6zoCIMl/view\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Click here to see the schedule\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\". The first evening will be Wednesday, October 4, 2023, with Philip Seyfried about all things AI.\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"And on Saturday, October 21, 2023, we host our biannual “reunion,” an online, packed day of workshops for educators and families. For parents and caregivers, we will have a whole series on this day, explicitly tailored to supporting your children in literacy outside of school! \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://carmenagradeedy.com/\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Carmen Agra Deedy\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", author of \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"The Rooster Who Would Not be Quiet\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" and, most recently, \",\"marks\":[],\"data\":{}},{\"nodeType\":\"text\",\"value\":\"Carina Felina,\",\"marks\":[{\"type\":\"italic\"}],\"data\":{}},{\"nodeType\":\"text\",\"value\":\" will open the day, and \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://www.maryannewolf.com/books-1\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Maryanne Wolf\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\", researcher and children’s advocate from UCLA will be our closing speaker. \",\"marks\":[],\"data\":{}},{\"nodeType\":\"hyperlink\",\"data\":{\"uri\":\"https://readingandwritingproject.org/events/october-2023-saturday-reunion-virtual\"},\"content\":[{\"nodeType\":\"text\",\"value\":\"Click here for more information\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"text\",\"value\":\".\",\"marks\":[],\"data\":{}}]},{\"nodeType\":\"paragraph\",\"data\":{},\"content\":[{\"nodeType\":\"text\",\"value\":\"We hope that you and your children find lots of joy and purpose in reading and writing. Here at Advancing Literacy, we are your partners in finding ways to make literacy more accessible, impactful, and enjoyable for all of your children.\",\"marks\":[],\"data\":{}}]}]}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5oSH27ypZhoRBoAGm0FDKi/8d3aefcd9fb7fefa62ecef00e4f588d4/Advancing_Literacy-Blog_News-Post.png?w=800&q=50"}},"author":{"firstName":"Advancing Literacy","lastName":null,"image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/7dvnn6Mu7Oj2vHv11dcFYB/7626399f80a35cf454ef501818e7b943/Advancing_Literacy_Social_1080x1080-updated.png?w=800&q=50"}}},"title":"Partnering with Families at Advancing Literacy","publishedDate":"2023-10-03T00:00-04:00","createdAt":"2023-10-03T18:52:26.682Z","slug":"partnering-with-families-at-advancing-literacy","referenceItems":null},{"body":{"body":"{\"data\":{},\"content\":[{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"Why are you changing your name?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"It’s more than a name change. It’s a signal of our ongoing commitment to providing the best services to schools, to collaboration with other departments and researchers in other sites, and to our future thinking about literacy. Aided by its new position within the Continuing Professional Services (CPS) division at Teachers College, Advancing Literacy will be better equipped to foster conversations and collaboration among different evidence-based approaches to literacy.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nHow will the new structure impact the professional development that TC provides?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"It won’t. We remain the committed, thoughtful partners who have provided professional development in schools and at institutes for the last 40 years. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nIs Advancing Literacy going to be offering institutes, conference days, and the PD teachers and principals have engaged with for years?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Yes! You can see our upcoming \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/events/\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"institutes, workshops, and PD events\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\" for educators and families on our site, and applications are opening now for many of these events. You’ll see many institutes that teachers and school leaders depend on, such as the coaching institutes. You’ll also see new ones, such as a High School institute on close reading and writing about reading. You’ll find the same attention to reading and writing workshop, to culturally responsive pedagogies, to student-centered classrooms in these institutes, and you’ll also learn from new learning alliances and voices at Teachers College. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nAre the TCRWP staff at Advancing Literacy? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Yes, yes they are and they are extraordinary. Our staff developers will continue to bring their passion, their energy, their love of teaching, children, and learning to everything they do at TC. You’ll see Amanda Hartman leading the primary work, and lead staff developers such as Christine Holley and Natalie Louis in that group. You’ll see Brooke Geller, Kristin Smith, Carl Ciaramitaro, as lead staff in 3-5. You’ll find all your secondary staff that you love, from Katy Wischow who leads the 6-12 group to Kat Schecter, Heather Burns, all of them! They are too many to list but you can go to our staffing page and find all the \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"https://readingandwritingproject.org/our-people\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"full time TC staff developers\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\". \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nWhat is your connection to Units of Study and other curricula? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Units of Study in Teaching Reading, Writing, and Phonics are published by Heinemann. While many Advancing Literacy staff are co-authors on Units of Study, it is not the only curriculum we support. If you are a school or district devoted to Units of Study, staff developers are ready to support you, as always, and to help you adapt and adjust the curriculum so that it is personal and reflects your voices and goals. Staff developers are also ready to help teachers invent and design curriculum that is local and responsive and inclusive or to work with whatever curriculum the district uses.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nHow will the schools who are contracted with TC for the 23-24 year be impacted?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"They won’t. All schools who are contracted with Teachers College for the 23-24 year will retain the same high-quality professional development they have come to expect.\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nWill Advancing Literacy provide staff development outside of Units of Study?\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Indeed, staff developers love to innovate, to co-construct, to be responsive to groups of educators and students. They love to create new curricula in collaboration with teachers. They love to study data and student work and students in the classroom, to develop feedback, conferring, and small group work. They love to dive into new terrains of digital literacies. They love to support multilingual learners and explore multiliteracies. Our organization began as a professional development organization dedicated to promoting student voice and teacher innovation. We remain that. \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"bold\"}],\"value\":\"\\nWill schools keep their contracts with TC and their staff developers if they have a TC contract for Professional Development? \",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"},{\"data\":{},\"content\":[{\"data\":{},\"marks\":[],\"value\":\"Yes! We know how much you love your staff developers. If you have a contract with TC, you still have a contract with TC and all the staff are looking forward to working with you. You should have heard from Emily Butler Smith about your staffing, and your staff developers will be reaching out about dates. If you have any staffing questions, you can email \",\"nodeType\":\"text\"},{\"data\":{\"uri\":\"mailto:ebs2101@tc.columbia.edu\"},\"content\":[{\"data\":{},\"marks\":[{\"type\":\"underline\"}],\"value\":\"Emily\",\"nodeType\":\"text\"}],\"nodeType\":\"hyperlink\"},{\"data\":{},\"marks\":[],\"value\":\".\",\"nodeType\":\"text\"}],\"nodeType\":\"paragraph\"}],\"nodeType\":\"document\"}"},"featuredImage":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/5oSH27ypZhoRBoAGm0FDKi/8d3aefcd9fb7fefa62ecef00e4f588d4/Advancing_Literacy-Blog_News-Post.png?w=800&q=50"}},"author":{"firstName":"Mary","lastName":"Ehrenworth","image":{"fluid":{"src":"//images.ctfassets.net/11q5musi1a1o/68P9IY8nNd76fym3c8SWCV/8eb187114178effa97e81f57e9fd1d96/Mary-Ehrenworth---Blog-Author-Icon.png?w=800&q=50"}}},"title":"FAQs – Advancing Literacy","publishedDate":"2023-09-12T09:00-04:00","createdAt":"2023-09-12T20:56:11.175Z","slug":"faqs-advancing-literacy","referenceItems":null}]}},"staticQueryHashes":["1622986281","3649515864","4180908240"]}