Preparing our Readings
I wanted to share our class experience for our second visit to W.M. Irvin elementary school. A couple of days before our visit, we discussed how important it is to be prepared when presenting, or teaching something new. I asked my students to reflect on my lesson delivery. I asked them to share how they know a teacher is well prepared or not so prepared for a lesson. Some were very honest and shared how they can tell when the teacher is thinking on an assignment and expects students to do what it's asked but there's very little support. However, when a teacher has everything printed out, written on slide or board, supports with clarity what's expected, then they perform much better.
After this conversation, I told them how they are becoming teachers when going to the elementary school because the little ones are learning from them. That being said, preparation to even read and ask questions is important. We then brainstormed what we could do to show up to the elementary school and be very well prepared.
Here is what they came up with:
I was so proud of my students because they thinking as educators. They understood that preparation is key to not only feel prepared and ready but also to ensure that the student is supported enough to understand the story.
So, our first step was to choose our book of choice. These are the books my students picked:
**This post appeared originally in literacyworldwide.org on Jan 31st, 2019.**
“One of our most important responsibilities in school is to protect and advocate for our students’ individuality and identity; it’s their greatest gift.”
Personal experiences are powerful. My journey as a first-generation immigrant and a former English learner is now central to what I do. My personal experiences, coupled with my responsibilities as an educator, have helped me to embrace the role of an advocate and to create and establish a sense of culture that values students’ greatest gifts: identity and individuality.
When ILA launched Children’s Rights to Read campaign last fall, I immediately saw connections to my teaching philosophy and the role I can play in advocating for those rights.
Children’s Rights to Read—10 fundamental rights ILA asserts every child deserves—is a campaign in which ILA aims to activate educators around the world to ensure every child, everywhere, receives access to the education, opportunities, and resources needed to read.
As a high school teacher of English as a second language (ESL), my job is to analyze my students’ needs and to develop their linguistic and communicative competence in English in all language domains.
However, my goal as an educator is to create meaningful learning experiences that serve as pathways for connection. I can create those experiences through the framework of Children’s Rights to Read
Do you know the Humpty Dumpty nursery rhyme? I'm sure you do! But, just in case you don't, this is how it goes:
Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the king's horses and all the king's men, couldn't put Humpty together again.
Interestingly, 2,500 people were asked to name their favorite nursery rhyme, and at no surprise, Humpty Dumpty is among the top 10 all-time nursery rhymes.
However, this nursery rhyme only highlights Humpty's great fall and creates a sense of pettiness toward him because no one was able to fix him.
My perspective on Humpty changed forever after reading After The Fall by Dan Santat. If you haven't read this book, go get it right now! This fantastic picture book is Humpty's story AFTER the fall...because he GOT UP again. His story is by far the most inspirational story I've ever read in children's fictional books. I was very emotional after reading it and I learned so much from it.
Six Lessons I Learned from Humpty Dumpty...After the Fall
1. Embrace Failure
The first lesson we can learn from Humpty is to embrace failure. He understands that everyone knows about him because of his "great fall". However, he doesn't define himself based on our perspective of him, but on what he believes of himself. He sees "the great fall" as an accident...and as an opportunity that changed his life. Can you say growth mindset?!?
"There were some parts that couldn't be healed with bandages and glue."
FEAR - the feeling Humpty had to embrace after the fall - and he embraced it like a hero. He began taking small steps in order to face his biggest obstacle...heights!
2. Know Your Purpose
Humpty had a very clear picture of what his purpose was and who he was meant to be. He made sure he was always surrounded by what he was passionate about. His room décor shows what was in his heart and mind. And even though he knew that height was his weakness, he also understood that it was the very thing that was keeping him away from what he loved most - being where he belonged!
Humpty walked by the wall every day! It was a daily reminder of his failure. But he wanted to be as close as possible to where he knew he was supposed to be. And every day he would think about climbing...perhaps planning his next steps...perhaps, thinking about what he would do once he gets back up where he belongs.
3. Enjoy the Moment
He never gave up. Not even while all he had was walking by the wall and watching the birds fly up high.
He settled on what he was able to do at the moment. He enjoyed the moment and made the best out of it. He actually thought, "it was better than nothing." As a matter fact, thinking about his future ignited in him an idea to get closer to his goal.
You see, Humpty had his eyes fixed on his passion and goal. For him, it was fine to just do what he was capable of doing based on his abilities. Meanwhile, he was learning. Meanwhile, he was active. So this got me thinking, are my eyes fixed on my goals? Am I being active developing my skills to be who I am meant to be? Am I enjoying the moment and am I being faithful in the little bit I am asked to do right now?
4. Set Small Goals
Humpty thought of a way of getting just a little closer to his goal. He started making paper airplanes so at least that part of him would make it to the top of the wall. As small as this small step might seem, he had to work day after day - try after try - until he was happy with this project.
You see, having the motivation isn't enough to reach our goals. If we learn anything from Humpty, is the determination to complete small goals. He knew that what he was working on will one day pay off in his favor.
Humpty didn't let cuts and scratches impede with daily work. He was determined to take it one step at a time.
Applying this to our lives...what are we allowing to discourage us from achieving our small goals? What excuses do we have to stop developing the skills needed to function where we belong?
Don't forget that goals without actions become just a wish!
5. Celebrate Small Accomplishments
Accomplishing a small goal made Humpty happy. In fact, it gave him back the happiness he hadn't felt for a long time. Why? Simply because he understood the power of small goals. He celebrated the fact that he believed in himself. He knew what he was capable of. He knew it was close enough to his ultimate goal.
It is so important for us to realize that it is OK to feel scared when drafting small goals. In fact, this is a good kind of fear! A fear of the unknown. However, it is exciting to know that reaching our goals will without a doubt give us a sense of accomplishment and a level of self-confidence that only we can give ourselves!
Make sure to share your accomplishments with your loved ones. Use social media to share your accomplishments. Let your friends and family celebrate with you when you reach a goal. It's not about bragging...it's about the opportunity to inspire those who might need a little encouragement.
All progress is found outside your comfort zone. If you aren't uncomfortable, you are not growing. - Dave Burgess
Once again - Humpty is face-to-face with FEAR! The opportunity came for him to finally climb the wall and be where he belonged. He knew he had to climb that wall but he wasn't just afraid, he was TERRIFIED! At this very moment he has two choices: Walk away or step into an uncomfortable situation to finally be who he was meant to be.
Humpty stepped forward!
What made him stay and encouraged him, you might ask? Well, he started thinking about how hard he had worked to accomplish his small goals. He made a choice because he was empowered by his small goals and the sense of accomplishment he celebrated before.
"I didn't look up.
He didn't have to see the whole staircase - All he had to do was to take the first step! Halfway up he realized he was no longer afraid!
What a powerful lesson we learn from Humpty; Progress is found outside our comfort zone, and it is through our uncomfortableness that we grow and develop the skills we need to be efficient where we belong.
What you get by achieving your goals is not as important as what you become by achieving your goals. - Henry David Thoreau
Making it to the top - where he always belonged, is where he became what he was meant to be!
He made it so you and I can have a different perspective on him. He made it so that he can inspire us to reach our goals and celebrate where we belong. He made it so we can change our expectations of failures and those who fail.
Humpty's grit and determinations are admirable! Let him be a hero to you and your students.
Here is a great article I highly recommend:
The Fear of Taking Risks Never Goes Away (Feel The Fear And Do It Anyway)
For teaching lessons and ideas click here
Thank you for reading!
"All the reading she has done had given her a view of life they had never seen." ~ Roald Dahl, Matilda
During the summer of 2017, I had the opportunity to travel to Germany with Go Global NC. I had an unforgettable experience! The biggest impact I had during this experience was the cultural differences and similarities I experienced in 10 days. Culture shock is not new to me! I came to the USA at the age of 15 and experienced as much culture shock as you can imagine. However, the sad thing was that I felt like as a newcomer student, I was somehow forced to put aside my own culture, beliefs, and values, in order to acculturate to the USA. Once I started school I stop reading and learning in Spanish; and I never had the opportunity to share my values and my Guatemalan culture with teachers and peers. I had the thought that my culture was not worth talking or reading about.
While visiting Germany's schools, I noticed as much diversity as we see in USA schools today. What shocked me, however, was how comfortable diverse students were sharing own culture and speaking their home language. Students would have book talks and you can hear 3-4 different language spoken at one time. Wow! What an eye-opening moment for me! I loved how students embrace who they are and how they value knowing and speaking different languages!!
So I decided to take action. I want my English learners to not fall into the trap replacing culture while acculturating in the USA. Just because they are learning the language and living the USA doesn't mean they need to completely forget their roots and who they are. They need to know that their culture, language, and family beliefs are valued and matter.
So I wrote two grants and both were funded:
The following lessons can be for elementary grades K-5 and adjusted/extended as needed.
After reading the book out loud, students turned and shared with partners all the details the author mentions about similarities and differences. I had students create a T-chart with illustrations and labels as an anchor to share what we've learned. I could've created this chart myself, however, I believe in student empowerment...and having student created charts are just epic!
We used this chart as we introduced the next book. Connections are very important when introducing a new book or topic. This chart helped us predict and have discussions about the characters in our next book: Same, Same but Different.
These conversations that students were having was perfect since it prepared them to compare the two characters which are exactly what this book is about. The book is about Elliot who lives in America and Kailash who lives in India. They are pen pals who write to each other sharing their differences and similarities.
After reading the book out loud, students turned and shared with partners all the wonderful things that the two characters have in common as well as their differences. At this point, students had so much language that they could've to continue sharing all morning long. Students also created a T-chart comparing the two characters:
This book served as a window for my students to see, learn, appreciate, and discuss others' way of living.
As students were creating this chart, I asked to begin thinking about themselves and to come up with some things they had in common with one or both of the characters.
They were also asked to appreciate differences they had with one of the characters and share that as well.
If there is a book you must have as part of your classroom library, it should be I'm New Here. This book highlights exactly what students go through as newcomers in USA classrooms. In this book, you'll learn the struggles, the confusions, and the feelings that our language learners experience as they begin to acculturate in USA schools. However, what I love the most about this book, is the fact that it teaches us to highlight students' strengths and create a comfortable environment where students show their abilities. Maria, Jin, and Fatimah teach us a valuable lesson for all to learn...not just students...but educators as well.
Before we started reading I'm New Here, we discussed what it would be like to leave the USA and moved to India where Kailash lives and why? This image shows my first graders' responses using illustrations. This chart ignited a great discussion as we have already learned all about Kailash and his way of living. This was a great activity to activate background knowledge and make text to text connection. It was a great way to introduce our new book and begin predicting how the characters in our new story might feel because they had to leave their home countries to come to the USA.
Another great activity we did before we started our book was learning where our characters were from. We pulled out our world map and circled the three countries our characters were from. This is a great opportunity for students to learn a little more about different cultures. An extension to this map activity would be to learn all about: Guatemala, Korea, and Somalia.
It is always a great idea to read the book aloud the first time without any interruptions. This is a strategy that teaches students to carefully pay attention to the story from beginning to end.
After hearing the story, students turn and share with a partner all and everything they want to share the text. From character information to details - no specifics - just TALK about the text!
For the second reading, students were told to pay very close attention to character change at feelings. They are told to observe how characters feel in the beginning of the story, in the middle, and how they feel once the story ends. Though this book is excellent to teach story sequencing, my focus was on understanding the character using the details found in the text.
Students also had a written response assignment. They chose one of the characters and explained how he/she felt in the beginning of the story and compared to their feeling at the end of the story.
I was amazed how empathetic my students felt about each character. They were able to explain why students felt the way they felt and what made them change the way they each felt.
As students were sharing their individual written response, we created a classroom chart with all the details we learned about each character.
I divided our chart paper into three parts to help students visualize the information need for each character.
While we were creating our chart I can tell some students were more into one character than others. I believe it was because they identified with the character's abilities or perhaps they felt a connection with the character's background and language.
This led us to begin analyzing the character of our choice. We cut our chart along the lines and made 3 groups. Students grouped according to their favorite character. The objective was to discuss all the details learned about their character and write a personal story about him/her using transitioning words - First, Next, Then, Last and to include details from the text as to how the character's feelings changed throughout the story and why.
It was amazing how students engaged in this assignment and how enthusiastic they were to write all about the character of their choice.
If you want to read our students' books, follow this link and search the character of your choice: Maria/Jin/Fatimah. You won't be disappointed with their fantastic work!
The fascinating thing about this book is the ability to serve as a mirror for our students since they can identify with what the kids are doing; but also, as a window to expose our students the way of life in other parts of the world.
We read the book the first time just to enjoy the rich text and the illustrations. But the second time, I had my students to think as they were listening, how they could make personal connections with the text. We also discussed analyzing the text structure - (sequencing of the story).
After reading the book students turned and shared with a partner the connections they made with the actions that students perform in other parts of the world. Students also discussed the differences they observed comparing to their personal daily life.
As a written response students were asked to illustrate or write what they do every day in the morning - at school - after school - and in the evening. This prompt follows the sequence students heard from the text.
Students shared with one another and grouped themselves according to similarities in what they do every day. So this gave me the idea to have them publish another book about what they do in a day!
If you want to read our students' books, follow this link and search One World One Day.
You won't be disappointed with their fantastic work!
I have shared our students' stories using my class twitter and facebook account and it is amazing the response we are getting. My students are so excited to learn more and write more! These are just some of the feedback we are getting and has empowered my students in so many ways:
Stay tuned for our next book... The Last Stop in Market Street by Matt de la Peña
Thank you for reading!
We all know what a mirror is. We all have them and we all need them. Collins dictionary defines a mirror as a flat piece of glass which reflects light so that when you look at it you can see YOURSELF reflected in it.
Sometimes we like what we see, sometimes we don't. Perhaps you remember the mantra of Snow White's evil stepmother:
Mirror, mirror, on the wall, who's the fairest of them all?
This evil queen had a mirror that will always reflect what she wanted to see...but on many occasions, it revealed things she didn't want to see so she'd do something about it.
We can apply this same concept to books.
Books as mirrors is not a new concept. The idea that a book reflects readers' identity and experiences was presented to us a few years ago. The problem I see is the lack of access to diverse books for students to actually see themselves reflected in books. This is worrisome because "when children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about who they are devalued in the society of which they are a part of." (Read more) This is how the danger of a single story begins!
Considering Our Classroom Library
So now that we know how detrimental it is for our students to not see themselves reflected in text, our job is to make it tangible. Stand in front of your classroom bookshelf and ask:
The true meeting takes place when the book opens, and a stranger reads about — and comprehends — a stranger.
The books you choose as a mentor text for your lessons are very important as well. I understand that we have a standard we need to cover. However, there are books out there available for us to not only teach the necessary content but also validate and represent students sitting in our classrooms who long to be seen and understand for who they are.
Here you have a few resources to help you find diverse books to use as mentor texts:
This is my sixth year in the classroom; Every year I try different methods to make sure I have diverse books available for my ESL students. It is my responsibility to empower them with the tools to know that they matter. Perhaps, they'll be inspired to be the author of their own personal story because now they know that they are worth being the main character in a story.
This is our ESL classroom library with diverse books. Every day my students take a book home...I tell them that they can borrow a book but they get to keep the ideas...but if they keep my book...
I rather lose a book than a reader ~ Donalyn Miller
If you have any resources or ideas you'd like to share with me, please let me know in the comments!
Thank you for reading!