The first portion should describe one of the following: Any concept that has a definition can be used. In order to help you focus, please choose only one concept. The first step of this writing assignment will be to find a specific concept from one of the readings.
They also offer a number of book recommendations and a rubric that teachers and students can use to determine whether a book is culturally relevant. Culturally Relevant Books Stephen Krashen points out that the more people read, the more their reading comprehension will improve and the more capable they will be of reading from a variety of genres, including academic content texts.
For bilingual children, the best approach is to develop their first language literacy and ensure they have many opportunities to read in both their first and second languages. When ELLs are being instructed in English, they need the additional support that comes through engagement with texts that connect to their cultural backgrounds.
Research shows that students read better and read more when they read culturally relevant books Y. Developing a collection of culturally relevant texts takes a concerted effort.
Not all books about Spanish speakers, for example, are relevant to all Hispanic students. Some books merely perpetuate stereotypes. Others, especially those published in Spain, contain settings and events that are unfamiliar to most Latino students in the United States.
Still other books contain fairy tales or legends, and students have trouble connecting personally to such books. However, an increasing number of culturally relevant books are being published.
Just what makes a book culturally relevant? Teachers and students can use the Cultural Relevance Rubric to determine whether or not a book is culturally relevant.
Teachers we have worked with have used the rubric in various ways. Some have read a book that they thought might be culturally relevant to a single ELL and then asked the questions on the rubric.
They have been excited about how the children connect to the events and can extend the reading by comparing characters and events to their own families and experiences.
Other teachers have had older students read a book they believed fit the questions on the rubric and then had students individually fill out the rubric. Still others have used the rubric as a basis for class discussion of a text they read aloud to the class or that the class read for a literature study.
In the following section, we give examples of books that fit each question from the rubric. Questions from the Cultural Relevance Rubric Question 1: Are the characters in the story like you and your family?
I Love Saturdays and domingos Francisco is a third-grade bilingual teacher working with Hispanic children in a small city on the California coast.
He recently received Ada's I Love Saturdays and domingos Ada, as a gift because he and his Anglo wife have a four-year-old daughter.
The characters in this book mirror his own family. The book is about a girl who spends Saturdays with her English-speaking Anglo grandparents and Sundays domingos with her Spanish-speaking Hispanic grandparents. Francisco read the story to his class and then explained that his daughter, Maya Esmeralda, has English-speaking and Spanish-speaking grandparents like the characters in the story.
This led to a discussion of what the children in the class did with their grandparents, whether they spoke English or Spanish with them, and lots of questions for the teacher about his new daughter, what languages he and his wife spoke with her, and how it important it was to be bilingual.
She recently found a multicultural limited-text big book that is relevant to her students, Rice All Day Tsang, Her students were fascinated as they read about breakfast with Lin from China, who has rice for breakfast; Luis from Mexico, who has horchata, a Mexican rice drink at lunch; and dinner with Waleed, who has a Middle Eastern rice-and-lentils dish for dinner.
Have you ever had an experience like one described in this story? This book describes the how corn seeds are planted, grown, harvested, and made into tortillas that nourish the workers, who then plant more corn. As Sandra read the book, her indigenous students from Oaxaca, Mexico, kept interrupting her to tell her they had planted corn, harvested it, and ground it into flour and made tortillas by hand, as shown in the pictures in the book.
The class decided that the students from Oaxaca should demonstrate all the steps involved in turning corn into tortillas. After the class had discussed the process and the materials needed for the activity, Sandra bought the ingredients, and the students brought the necessary utensils from home.
Her indigenous Mexican Triqui and Mixteco students, who usually acted ashamed of their culture and language, became the experts. These students demonstrated the steps while the other students took notes on the whole process.
Sandra used this culturally relevant book as part of her unit on plants and seeds. The reading and demonstration helped her students understand the steps involved in the cycle of planting seeds, harvesting them, and then turning them into food that gives workers strength to plant more seeds.
All her students were engaged, and they developed both literacy skills and content knowledge through the activities Sandra developed around this book.
Friends from the Other Side:Vignette Assignment Write your own vignette that illustrates your life. You are required to write one vignette on one of the following topics: your name, your house, your neighborhood, a family member, and a friend or an acquaintance.
Each vignette should have its own creative but fitting title. Culturally Relevant Books. Stephen Krashen () points out that the more people read, the more their reading comprehension will improve and the more capable they will be of reading from a variety of genres, including academic content texts.
House on Mango Street Rubric Vignette; The House on Mango Street Vignette Scoring Rubric Be sure your vignette includes the following when you turn it in: Writing moves along but feels more business-like Writing lacks flow; it is difficult to read.
Word Choice. • Three vignettes are written, are at least close in length to the original vignette, and properly formatted with minimal deviation.
• Paragraphs are organized clearly. • The focus of each vignette is clear and contains little interruption or distraction.
leslutinsduphoenix.com a vignette about YOUR name using Cisneros’s style. It should be at least ½ page. “My Name” Pastiche Writing Assignment – RUBRIC. The MacArthur Foundation Research Network on Law and Neuroscience.