In the blog, Nerdy Book Club I happened upon the article - Windows Mirrors and Getting the Word Out by Natalie Diaz Lorenzi posted July 5, 2016. As I have found myself looking through, reading, and listening to a large amount of Global/Multicultural literature this week, I was interested in reading this entry. I was touched by the samples of notes she provided from her students as to the testament of the importance of having literature they could identify with. That is to say, books that have characters from their native countries or are like them. I have long been concerned about the appropriateness of what my Spanish speaking inner city students are reading. The commonality they have is the limited literacy of their parents, the poverty in their lives, and their city experience. I have searched for books that would appeal to them and found many from folktales that have been translated, to books like A Chair for My Mother, Amelia's Road, Felita. Then the typical superhero books, Judy Blume books, and all the greats like Goosebumps all have been read. Anything that they wanted to read in Spanish or English was welcome. Interestingly, I have not heard them ever request a book about a kid like them. Granted, they had original Spanish books available, as we pushed for authentic reading in Fourth grade, and the English translations of greats like Harry Potter and Diary of a Wimpy Kid which are tattered( I was nosing around the library shelves today in our school library). They have a beautiful range available. Books were available fron non fiction to fiction in as many topics as I can remember. Never had a student not found something they wanted to read. Until last year. They have become much more visually dependent. They need pictures. Therefore below, I have spent a lot of time collecting culturally rich texts that have engaging, visually stimulating illustrations and text from a mix of genres. Finally those listed below bring the setting, characters and their lives to life. We can identify with each of them and feel what they feel.
Picture BooksJeannie Baker, Mirror , 2010, age range - first and up, non fiction
A wordless picturebook with engaging illustrations which allows the reader to view two different children in two different countries as they lead their daily lives. Great for the younger children as it allows for vocabulary development through discussions as a group activity or in partner reads. May be used with higher grades as an opening for literary study of writing poetry or dialogue or the insecure reader who may do best building their confidence through discussion before beginning to read a non fiction piece. A-Alex Woolf,My Life in Kenya,2015-elementary level, non fiction This picture book, has a graphic feel. Authentic photographs are copied onto pages and expositoy text surrounds the photographs. In addition word bubbles are used to let the main character Esther speak to her audience. This is one of a series which make learning fun! There are titles from aroung the globe. The students can use this text as a model for creating their own biographical text and can a lot of comparing and contrasting as the photographs support comprehension. Since it has many visual supports, this text is for younger grades and can be read aloud to them or used by a practiced second grader and above for research purposes. A-Duncan Tonatiuh, Pancho rabbit and the Coyote,2013, third and above, fantasy,allegory Animals tell the story of the hardships illegal immigrants face when trying to cross borders. A lesson is learned before you close the book. Difficult topic introduced in a gentle manner as the animals are drawn as a cartoon character. Written by a Mexican first generation from stories he heard using language and symbolism appropriate for fourth grade. Contains authentic language and the reader needs to understand that the coyote is a symbol for the people who bring immigrants across the borders. May be difficult content for some readers and needs to be presented gently. A discussion can be had as to the importance of family and communication and the Mexican plight. A teacher can discuss text clues available as to chracter traits or use it to compare with other allegories or fables with the same animals. |
PoetryNiki Grimes/Jerome Lagarigue,My Man Blue, 2002 second grade and up,non fiction poetry
Written with illustrations and text that set a serious mood from the start, this book gives an honest message about the harshness faced by many urban youth of all ethnicities and the lessons they need to hear. The main character a young boy tells us about Blue, a man who wants him to be like his son. In the collection of poems we learn the harshness of their lives. The structure and style of the text helps to support and focus on the message. Read aloud or shared in pairs to more independent readers, the text gives plenty of reason for conversations about life in the city and broken families. The language is rich and provides for discusssion about using text clues to understand vivid language and poetic technique. Minfong Ho and Holly Meade,Hush,2000,poetry k-2 As a read aloud, share read, or as independent read, provides background knowledge about another country through an enjoyable text. While practicing reading, the child is engaged with beautiful illustrations and the repetitive text between the mother and the animals. The added benefit is the knowledge gained about Thai ecosystems and the people by studying the setting. Further reading could be about the animals found in the text along with housing and culture in the Thai community. Possibly a source to use as a model for the students to create their own version about their neighborhoods and the noises on the streets and around their homes. |
Advanced Picture BooksFlorence Pary Heide,Judith Heide Gilliland,
Ted Lewin, Day of Ahmed's Secret,1990, realistic fiction, as a read aloud k-4, as partner read or independent 2-4 Story is about a young boy who works his way through the streets of Cairo making deliveries until when he is finally done he runs home with a huge surprise. This story communicates the great joy a book can bring to a hard working young man. The setting is beautifully depicted,and lends itself to be described and compared to other cities, and we have a strong sense of the hustle and bustle in the city and its people. The text is supported by the illustrations but also can stand independently and is more complex than the lower grades may be able to read independently. A great resource to teach global awareness and similarities and differences amongst us. A conversation about the importance of books and why this young man is so overjoyed at having a book needs to be had. In addition, child labor is a topic one can propose to the readers. Jeanette Winter,The Librarian of Basra,2005, non fiction, as a read aloud k-4, as partner read or independent 2-4, possibly even middle school as the topic is relevant- depends on the audience A librarian in Basra, Iraq fights to save her library books from the war that is getting closer and closer to her library. A strong female main character is refreshing and this book shows how communities can solve huge problems. Share with younger readers or allow groups in older grades to read in book groups to encourage students to consider women's roles in other cultures and the power one voice has. Also, plot can be analyzed and of course What if .. had not happened? can be asked. The illustrations add to understanding the culture and the events that occurred. Ying Chang Compertine/Yan Nascimbene,Crouching Tiger , 2011 first -fourth grade, realistic fiction Tells the story of a young boy whose Chinese grandfather comes to visit. Vinson does not understand his grandfather or his customs but through exposure to both he begins to appreciate his culture and the value the older generation holds for us. Teaches the importance of history and our elders as resources. The teacher can than provide information about how elders are treated in various cultures as a topic of study. As a read aloud for younger grades, since the words do not correspond directly to the illustrations, the content may not be familiar, and the author uses dialogue or independent read for those with more knowledge and fluency or in older grades who have more experience with narrative structures. The text supports the story and develops characters as the plot develops. Illustrations are vivid and direct to assit the reader. Stacy Bellwald/Erlend Berge, Ethiopian Voices:Tsion's Life, 2008, non fiction, first - third grades Photographs and text are vivid, simple, and direct. Give to students to learn fluency and content. Use to introduce children to Ethiopia and its people. There is also an interview with the 11 year old Tsion and her siblings on You Tube. Authentic and down to earth resource to add to a global awareness library. Practice using details and picture clues to describe her town and her culture and compare to the reader's own or another they have studied. |