Rochester Public Schools is no stranger to the term, Culturally and Linguistically Responsive Teaching, or CLRT. We’ve spent the last few years engaging with the work of Dr. Sharroky Hollie and the Center for Culturally Responsive Teaching and Learning. Many of us have been to trainings, have engaged in one-on-one coaching, and have poured over the pages of Dr. Hollie’s binder and book in order to become culturally responsive educators. This has been a very impactful learning experience, but we must also remember that Culturally Responsive teaching is but one facet of achieving educational equity. In this post, I want to share four overarching characteristics of culturally responsive teaching in an effort to paint a broader picture of culturally responsive teaching and how it fits the overall goal of educational equity at RPS.
Characteristic #1: Learning Within the Context of Culture
Many of our marginalized students’ home cultures and languages do not closely reflect the mainstream school culture. Students can feel pressure to assimilate and give up aspects of who they are, creating tensions that impact classroom relationships and student engagement. Luckily, much of our work with Dr. Hollie has focused on understanding the juxtaposition between common cultural archetypes and mainstream school expectations. He and his coaches have trained us to stop and recognize how behavior is cultural and how we can better validate and affirm cultural behaviors while building and bridging students to success in the mainstream school culture. We have learned how to recognize common cultural archetypes and plan instruction that honors the cultural behaviors that each student brings to our classroom so they can create deeper connections to the content and build up their intellective capacity (Hammond & Jackson, 2015).
Characteristic #2: Positive Perspectives on Parents and Families
Culture is the way we interpret the world. The culturally responsive teacher understands that each student comes to school with abundant knowledge that is rooted in their family’s culture. They also know that when instruction is rooted in these Funds of Knowledge (Moll, Amanti, Neff, and González, 1992) we create more meaningful relationships with our students and they can make deeper, relevant connections to academic content.
Characteristic #3: Communication of High Expectations
The culturally responsive teacher creates a rigorous and relevant learning environment that is rooted in relationships. They are warm demanders (Kleinfeld, 1975), communicating outrageous love to their students, while pushing them to be excellent. As Zaretta Hammond (2015) puts it, “Personal warmth and authentic concern exhibited by the teacher earns [them] the right to demand engagement and effort” (p. 98). This is different from the authoritarian teacher who simply demands compliance or, at the other end of the spectrum, the permissive teacher who is often overly sympathetic, accommodating, and inconsistent.
Characteristic #4: Relevant Curriculum
The culturally responsive teacher creates integrated, cross curricular, rigorous, student centered learning experiences. Such curricula allows students to apply their skills to situations and problems that occur in the world beyond the classroom. It demands all students develop higher order thinking skills (HOTS) and provides students opportunities to be self-reflective and hone their communication skills. This is precisely what the RPS Graduate Profile is about! Culturally Responsive educators recognize that such a curriculum requires a learning environment that supports risk taking and assessment policies that allow for authentic growth. They also recognize the importance of diverse perspectives and provide materials that authentically reflect the cultures of their students.
So now what?
Take some time to reflect on these characteristics and how they may look in your classroom. You may be surprised to see how many ways you are already engaging in culturally responsive practices. Then, choose a couple more to try. If you aren’t sure where to start, reach out to your building’s instructional coaches and CLRT Teacher Leaders. Reach out to C & I and lean on your IAs. We are here for you! The journey toward educational equity is challenging and complex but also affirming and hopeful and we don’t need to walk the path alone.
Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students.
Kleinfeld, J. (1975). Effective teachers of Eskimo and Indian students. School Review, 83, 301–344.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
This post brought to you by Kimberly Eversman, E-12 Equity Implementation Associate
We are in the midst of the crazy race to the finish of the year. Managing report cards, creating engaging lessons, planning field trips, end of year activities...the list could go on and on.
Yet, no matter what, in a few short weeks, many of us will begin our summer break.
As the school year comes to a close, it is the time of year in the cycle of teaching when we begin to reflect on the past year and make summer plans. One might think these are two separate tasks, yet often times these go hand in hand. Our chosen profession is relatively unique in that many of us have an end, a break, and then a new opportunity for a fresh start every year.
Below you will find a few articles that might help you embrace these three stages:
Hopefully, these resources will help you finish the school year strong, dive into summer, and start fresh again in the fall.
This post brought to you by Ann Miller, K-8 Math Specialist, along with
Heather Lyke and Jen Coenen, Secondary Implementation Associates
In my role where I daily work with teachers, one concern I hear often is that students—at least a specific subset of students—are motivated mainly by letter grades (or, in some cases, are motivated by their parents/guardians, who are motivated by letter grades). This typically comes up in conversations surrounding Rochester Public School’s four big ideas on grading:
Headed back to the classroom next fall, this has also frequently been sloshing around in my brain.
How will I motivate students to focus on learning and growth, rather than on letter grades?
In my brainstorming, I was reminded of what Todd Rose notes in his book The End of Average: How We Succeed in a World that Values Sameness (2015). Rose explores the jaggedness principle: the concept that on paper many individuals might all appear much the same, while in reality they’re very unique.
Lory Hough, author of the 2015 Harvard Ed article “Beyond Average” captures it this way:
Rose says, “if we ignore jaggedness, we end up treating people in one-dimensional terms”—the struggling student, the good tester. “If we want to know your intelligence, for example, we give you an IQ test that is supposed to tap a range of abilities, but then we merge that into a single score.” Imagine two young students have the same IQ score of 110—the exact same number. One has great spatial abilities but poor working memory, and the other has the exact opposite jaggedness. “If we just want to rank them, then we could say the students are more or less the same in intelligence because they have the same aggregate scores. But if we wanted to really understand who they are as individuals enough to nurture their potential, we can’t ignore the jaggedness—it is the essential information for providing them with an optimal environment and matching them with optimal strategies for success.”
But acknowledging jaggedness, in my opinion, won’t alone motivate students. However, combine this principle with a ROWE (Results Only Work Environment) structure, and we might be on our way…
Create a ROWE
I first learned about ROWEs in Dan Pink’s 2009 Ted Talk, and then read about it again in his book Drive: The Surprising Truth About What Motivates Us. In his talk, starting around the 15 minute mark, Pink states that a ROWE is when, “people don't have schedules. They show up when they want. They don't have to be in the office at a certain time, or any time. They just have to get their work done. How they do it, when they do it, where they do it, is totally up to them.” And, he goes on to note that what happens in a ROWE is that, “across the board, productivity goes up, worker engagement goes up, worker satisfaction goes up, turnover goes down.”
The concept of a ROWE aligns so tightly with the four Big Ideas, it’s hard to ignore. To create a classroom version of a ROWE, students would have to show mastery of required skills, such as the established Prioritized Learnings. However, students will not need to do this on my schedule, nor by following my prescribed pathway. In a classroom ROWE, like the one I hope to create, students will be expected to meet the standards by the end of the grading period, not by some arbitrary date I choose. Likewise, students can get there via a path I map out for them, but if they want to take another route, I’ll welcome that. And, should they hit construction or a dead end, they can reroute themselves (with my help, should they need it) until they meet the required destination.
I recently came upon a statistic that surprised me: “the human brain processes images 60,000 times faster than text, and 90 percent of information transmitted to the brain is visual” (Eisenberg, 2014). When this set of facts is combined with the common belief that 65% of learners are more dominantly visual (vs. auditory or kinesthetic). Even despite recent controversy on learning styles, it’s hard to argue that—no matter the statistics—going visual with information can literally help us see more fully the material we’re trying to process.
So, in my quest for an answer to how I might motivate students without traditional letter grades, but yet still track progress that allows for jagged learning in a ROWE structured classroom, I found myself wondering the following:
One way I can see to capture each student’s (jagged) success visually, comes from a 2017 FIRST conference I attended. One of the speakers, Myron Dueck, illustrated a point in Todd Rose’s book by showing radar charts of various football players. He noted that while one player might be strongest in one or two areas, other players are strong in others; but, together the team fills out most, if not all, of the radar’s surface area. Additionally, Dueck highlighted that as a player works on his skills, he’s not going to be strong in every area from the start—some strengths just take longer to build than others.
Similarly, students can take their learning and go visual with it by using a radar chart structure!
Putting it all together . . .
With all this in mind, I mocked up a structure that I am thinking about using with my students when I return to John Marshall in the fall. Maybe something like this will work with your students, too.
| Part 1 |
Each assignment will be rooted in one or more Prioritized Learnings. For one of the courses I will be teaching, American Literature & Composition, these are:
Additionally, on all assignments where students will receive formalized instructor feedback, I plan to use a 3 point feedback scale. For me, three points make sense because it tightly aligns with our Proficiency Scales (but, should my PLC or building opt for a different breakdown, I’ll adjust). Currently, I am thinking it might break down this way:
| Part 2 |
At the end of first quarter, we’ll take some time to do some metacognition, where students can reflect on their learning.
Each student will:
The four steps above might look something like this:
Finally, once each student has completed the steps above, each will work through some self-reflection questions.
Possible questions might include:
| Part 3 |
Repeat ‘Part 2’ (above) at the end of each quarter. By the end of the year, a student’s chart will fill in. For one student, the progression might end up looking something like this:
Whereas, for another student, the progression might look completely different. However, the hope is that by the end of quarter four, all students will be able to color in the whole of the chart, showing proof of mastery of all Prioritized Learnings.
| Part 4 |
Utilize this year-round! Some possible ways I anticipate weaving this into my classroom throughout the year:
I am hopeful that this four-part structure will help students shift their thinking to skills and growth and away from letter grades. Ideally, it will motivate students in a way they can visually comprehend, while simultaneously honor each student’s unique (jagged) pathway to success.
I’d love to hear your thoughts in this structure. What are you doing in your own classroom to motivate students? To honor their jaggedness? To go visual with their learning? Please, share your ideas with me. Let’s reshape our classrooms and our grading structures so students can push beyond letter grades, and into the world beyond.
This post brought to you by Heather Lyke, Secondary Implementation Associate
If you know me, you know my husband and I are shopping for a new home. Wanting to downsize (I want a tiny house, he wants no yard, so we’ve compromised on looking for a condo), we’re slowly filtering through our belongings. We’re pulling items out of closets that we forgot we even had: placing in boxes the linens not used in years, the sweaters we no longer wear, and the camping gear we’re not even sure why we purchased in the first place.
Perhaps the hardest part of this downsizing escapade, is that we sometimes run into those items we should get rid of but struggle to part with. Those items that served a purpose in their time but no longer are of use. Items like:
Again, if you know me, you also know I love a good extended metaphor. As I see it, downsizing our course content is much like downsizing a home. Fourth quarter, and on into the summer months, we often find ourselves with a bit of extra time to focus on what’s next—and with no fifth quarter on the horizon, this often means making adjustments for the school year to come.
In our classrooms, just as in our homes, there are items that are easy to donate or toss:
However, also like with our homes, there are items that are hard to part with, although maybe we should:
To get inspired to downsize our home, my husband and I (along with much of the US), have been watching Tidying Up with Marie Kondō on Netflix. Having read her first book a few years ago--The Life-Changing Magic of Tidying Up—this new Netflix series has served as a reminder of many of Marie Kondō’s key ideas. Ideas that, of course, work great in homes, but that also can be used to help create even more magic in our classrooms.
However, if doesn’t spark joy, set it aside. Consider making three piles or lists for those items that no longer spark joy in you and your students:
This, at least for me, is the hardest part of tidying up. It may help to keep in mind what Marie Kondō notes in her first book: “when we really delve into the reasons for why we can’t let something go, there are only two: an attachment to the past or a fear for the future.”
| 5 |
Finish discarding before moving on.
Likewise, in our classrooms, we have to get rid of—or least commit to revamping—those items that no longer fit our students. Only then, once we see what remains, do we know what new format or structure might work best for the year to come. Only then, do we see if we have any gaps in our instruction.
| 6 |
Organize by category.
| 7 |
Designate a spot for everything.
This step reminds me of what I did about ten years ago when I revamped the American Literature course I was teaching. After having purged a few novels and some grammar units that were no longer sparking joy in my students, I rearranged. Because I figuratively laid everything out on the table, I was able to then see that my remaining content, texts, lessons, etc. fit into six themes. Embracing that fact, I rearranged from teaching American Literature chronologically, as I had always done in the past, to teaching it thematically. But it also meant I had some holes to fill: I was suddenly able to weave in a new book group unit and adjust how I taught grammar by embedding into our reading and writing tasks. It was a lot of work, but, ultimately, it lead to more effective learning in the years that followed.
As my husband and I are experiencing firsthand with our home, the act of downsizing can feel overwhelming while in the process of discarding. However, we look forward to placing all our remaining items back in the best order (ideally, in our perfect-for-us condo in downtown Rochester).
As Marie Kondō states, “the space in which we live should be for the person we are becoming...not for the person we were in the past.” This is true for our classrooms, too: we need to make them a place where students can grow into who they will become in this ever-changing world...not for the students we taught in the past.
- Remember that big research paper in 9th grade? I hated every second, but I sure can decipher bias now...
- In Speech I learned how to use subscription databases like a beast. In college, ERIC was easy for me because Nieland showed me how to use it in 10th grade.
- Mr. Johnsrud had us create a mini-website as an end-of-semester project--that has really helped me with all the blogging and design work I do now.
- I would have died in college had it not been for those Process Papers you and Parker made us do. Those forced me to edit...to really focus on the details of my writing.
This conversation has stuck with me. It reminded me of when I was in college: finding that I could write stronger papers than some of my peers, I took an hour or so one night to jot a note to a few of my past middle and high school teachers who had helped me build those skills. I still remember, to a small degree (it was over two decades ago), what I said to them in those letter--what it was I thanked each of them for.
It got me wondering. Do these same writing skills, strategies, and modalities that impacted me as a writer in the late 90's still resonate with today's students and recent grads?
To no one's surprise, I let the nerd in me take over. I created a survey. It was a simple Google Form that I shared on social media. Then, some fellow English teacher friends shared it, too. Less than a week later, I had responses from 31 Rochester Public Schools (RPS) recent graduates.
The results? Insight upon insight. Despite the small sample size, these 31 2011-2018 graduates provided more perceptive statements than can be squeezed into one blog post. (Hence, this is the first part of a three-part series.)
For now, here's some raw data and overarching themes.
Just the Facts
Trends Noted in the Graduates' Comments
As a staff at CTECH we are still working hard to establish, develop, and communicate who and what we are to students, colleagues, parents, and the community. After working with Mr. Perna and reflecting upon our primary goals, it became clear that our curriculum and our instruction focus on three main areas:
- Purpose -- we strive every day to ensure that students leave our learning spaces with purpose. If they complete a course at CTECH and leave knowing that they want to continue to pursue that career pathway we have succeeded. If they complete the same course and leave with an understanding that the specific career pathway is not for them, we have also succeeded because both students now leave us with purpose. Too many students move into a career or enter courses at the post-secondary level without purpose and they end up spending time, energy, and money to find out that they want to do something different.
- Professional Skills -- Each of our courses emphasizes the importance of learning, practicing, and perfecting the skills of timeliness, communication, collaboration, critical thinking and other commonly referred to "soft skills." We prefer to call them Professional Skills as regardless of the career or college pathway a student takes, these skills will serve them well.
- Competitive Advantage -- The job market changes almost constantly and our students will at one point or another find themselves up against a pool of qualified applicants for a job, scholarship, etc. We believe that by emphasizing both Professional Skills and industry-recognized certifications our students will leave CTECH with a competitive advantage. Nursing students who complete their Certified Nursing Assistant assessment can seek employment as a CNA on their journey toward Nursing School, Med School, or any other Health Sciences career. This certification and experience will give them a competitive advantage over those just entering the field. Automotive students can now earn Entry-level ASA certifications and Culinary students can earn ServSafe Food Handler and/or Food Manager certifications. Both of these provide a coveted competitive advantage.
I talk at length about these three areas of focus each time I lead a tour of our facility and programs and over the course of this year it has become very clear to me the connection between our focus and RPS Graduate Profile. Specifically, I see direct correlation to the following domains:
Success Ready Individual
We encounter so many unfamiliar things all of the time and need background knowledge to navigate our world. Yet, many of our students lack the background knowledge they need to navigate their learning. How do we provide this for them?
As an EL teacher, I always struggled with balancing providing students background knowledge when there was so many other things I needed to teach (decoding, comprehension, writing organization, and so much more!). How do I tap into my students’ prior knowledge and provide them with the information they need, and still have time to teach it all? I could teach background knowledge all day, but then my students would lack other essential skills. How should one balance it all?
How important is background knowledge really
Framework for Building ELs’ Background Knowledg
| 1 |
Do non-ELs have background knowledge on the topic?
ELs should have a comparable amount of knowledge of a topic as their non-EL peers. This provides equity amongst all students.
| 2 |
Does the background provide information in place of what the author is going to provide in the text?
If students are going to gather the information in an upcoming text, then don’t spoil it! It is still crucial that we provide students support and scaffolding as they access this information.
| 3 |
Is the background knowledge about big issues that will help ELs make sense of the text?
Teachers don’t have to provide students everything about a topic. Rather, provide them information that is critical to comprehending the information.
| 4 |
Is the background knowledge you’d like to provide concise?
There isn’t a need to take up an entire hour or class period on background information. Take just enough time to provide the critical information and move on.
The figure below is also a great reference to refer to when you are unsure about which background knowledge to teach. Keep it in your lesson plan book!
What are some quick strategies I can use to teach background knowledge?
- Brief video clips to share with students. These clips can be a great conversation starter so you can quickly discover what students are questioning or what they already know about the topic.
Visuals that clearly relate to your content or objective.
- Select visuals that will resonate with students and may connect to their interests or personal backgrounds.
- Also select visuals that give students plenty of opportunities to practice language that connects to your content or objective.
- Virtual field trips allow students to go to amazing locations without leaving your classroom.
Quick Write – What Comes to Mind?
- This Quick Write strategy activates students’ prior knowledge and provides the teacher with information regarding what students already know, or don’t know, about a topic.
- Prior to the lesson, ask or display the question, What comes to mind when I say…? Or show students a picture and ask, What comes to mind when you look at this picture? Students complete a quick write (5 minutes or fewer) about their thoughts and turn it in. (You may want to tell students that this isn’t for a grade, just to see what they already know.)
- Provide students a blank sheet of paper or a visual that relates to the content or topic.
- Students go around the table writing down words, phrases, or sentences that they think of in reference to the question, visual, or topic. Students can even draw their ideas.
Back to Rugby: an example.
Please reach out if you are interested in exploring more ideas for building background knowledge for your ELs.
Mr. Knipshield, 'Nipper' as we called him, showed us movies, told us stories and had us read articles about driving. Along the way, he would give us quizzes to ensure that we were ready to pass our permit test so that we could graduate from the parking lot driving to the open road. My guess is that he would adjust his lessons based on what we still needed to know.For this portion of our learning, the permit test was the summative assessment. If we did not pass, we would be stuck in the parking lot.
As we were driving back and forth or in an oval in the parking lot, Nipper was talking to us over the radio in our cars. “Slow down, speed up, car #6-leave more space between you and the car in front of you.”
On the road, he was continually giving feedback and was even equipped with a brake in case of an emergency. We had to do our part, but we knew exactly what we needed to work on at all times.
So, what does this reminiscing have to do with classroom teaching? Everything. When we think of the power of formative assessment, it is incredible. Many educators argue that this is the most integral part of effective teaching. With regular formative assessments, both the student and the teacher know the next steps for teaching and learning. The student knows what they know and don’t know, and the teacher knows what to do next. By gathering this information, classrooms become less of a “string of activities” and more of a direction on a clear path.
As an assessment expert, Paul Black put it, “When the cook tastes the soup, that’s the formative assessment. When the customer tastes the soup, that’s a summative assessment.” One definition of formative assessment can be found here.
When I think of Nipper, he was continually individualizing our learning based on what we were doing at any given time. He would adjust our classroom lessons based on our quizzes, questions, and answer during class. He would adjust and give feedback on our behind-the-wheel lessons based on our driving performance. Depending on our need, he interacted with us differently. We all had the same goal in mind-passing the driving test! We just may have needed a different way of getting there.
In this article , there are 10 examples of formative assessments. By choosing the appropriate one for the situation, a teacher will be able to adjust instruction or practice to fit the needs of a learner or group of learners.
As I think back to Mr. Knipshield and his many classes of 15-year-old adolescents, I am thankful that he gave us all the feedback that we needed along the way. We needed to learn and practice in many different ways in order to become roadworthy. I am also aware that my learning is ever present. I am now the one that is formally assessing my driving. After 37 years of driving, I still need to check myself to ensure that my practice is up to par. This is the highest level that we can hope for our students to attain; to internalize the process and using it through life.
[Also, check out this blog for a peek at how formative assessment and self-assessment go hand in hand. This topic just may appear in a future blog post!]
You see, as a kid I didn’t have any tangible women in my life with whom I really identified—at least not holistically. My day to day life was filled with men—my father, my older brothers, and most of my friends. And then there was my mom: my mom, who was 100% sugar, and spice, and everything nice—while I, on the other hand, was mainly spice. Unlike my mother, I enjoyed changing the oil with my dad, going fishing with my brothers, and shingling roofs with my guy friends. However, I wasn’t ‘one of the guys’ either: I had a Caboodle full of banana clips and Bonne Bell, Yankee Candle was my favorite store in the mall, and I wore Love’s Baby Soft every day of junior high. So, instead, I found kinship in Mallory from The Baby-Sitter’s Club series, in Jo from Little Women, and in June Osborn [Offred] in The Handmaid’s Tale.
The thing is, each of these friends were introduced to me by teachers. I met Mallory at Jefferson Elementary when Mr. Vanort pointed out the series to me one day in the Library. I met Jo at Kellogg when Mrs. Ollenberg noted in the margin of one of my journal entries that I might enjoy it. And, I met June at Mayo when Ms. Evans set her own personal copy on my desk and said I should read it over winter break (I still have that copy, by the way: if you’re reading this Ms. Evans, let me know if you want it back).
But the other thing is: I’m white and cisgender. I was also born in the United States and raised middle class. These factors made it easier for me to see myself in the books I read growing up. It also made it easier for teachers to put the right books in my hands.
Unfortunately, for many of our students, it’s uncommon for them to see themselves reflected in the books they read, and while the diversity we are seeing in children’s and young adult literature is on the rise, it still doesn’t match our student population. It only takes one look at the numbers to realize how true this is:
Statistics for “our RPS study body” (above) were pulled from Rochester Public Schools’ Student Management Systems on 12.10.2018 and from this 2017 MN State Health Assessment. Statistics for “books published for young readers” (above) were pulled from this 2017 study done by Lee & Low, this 2018 study done by the Cooperative Children’s Book Center, and this 2014 independent study done by Melinda Lo.
As BJ Epstein, Ph.D., noted in The Conversation, “we know that children’s books can act like both mirrors and windows on the world. Mirrors in that they can reflect on children’s own lives, and windows in that they can give children a chance to learn about someone else’s life.” Knowing this to be true, then as educators it’s important we ensure students have opportunities to see characters who look like them, share similar backgrounds, and have comparable personality traits. Simultaneously, it important to ensure students are reading books that provide insight into worlds different from their own.
Author Chimamanda Ngozi Adichie, in her 2009 Ted Talk “The Danger of a Single Story,” sheds light on how her personal view of how she saw herself and who she could aspire to become someday was inaccurate and thin because of the limited types of novels she’d had access to. In other words, the mirror she had access to—the one she was able to hold in her hands—didn’t give her a clear picture of herself.
Adichie goes on to talk about how the books one reads can also create windows into the lives and worlds different from one’s own. In fact, reading literary fiction helps build empathy.
For me, this was certainly true. My world view expanded greatly through literature. Hurston's Their Eyes Were Watching God helped me begin to comprehend the challenges of being black, poor, and female in America. Cisneros' The House on Mango Street helped me begin to comprehend the challenges of poverty and immigration. Dorris's A Yellow Raft in Blue Water helped me begin to comprehend the challenges of holding on to one's heritage when one is Native American and/or biracial.
No matter our cultural backgrounds and experiences, reading fiction “can usher us into other worlds—it can make us step into other realities” (Elemans).
When it comes to surrounding students with literary mirrors and windows, one of the first steps is accessing the right titles and then getting those titles into students’ hands. Below are a wide variety of resources that can help you find texts to then share with students.
Book List Resources:
- American Indians in Children’s Literature “Best Books” list
- IRIS Center’s “Children’s Books: Portrayals of People with Disabilities”
- National Public Radio’s “Book Concierge”
- When applying the filters ‘Young Adult’ and ‘Identity and Culture’ to the 2018 books, this curated list is created.
- It defaults to the 2018 list, but one can always go back to explore books published in previous years
- The NCTE (National Council of Teachers of English) Blog, Literacy & NCTE—specifically these posts:
- “Build Your Stack: Widening Our Lens by Bringing Books from around the Globe into K-12 Classrooms”
- “Diversity in Graphic Novels”
- “Culturally Sustaining and Inclusive YA Literature: Valuing the Knowledge, Stories, and Truths of Adolescent Life”
- “Book Recommendations for the African American Read-In” (scroll toward the bottom for YA texts)
We Need Diverse Books’ subsite “Where to Find Diverse Books”
- Also, explore more suggested titles on Twitter: #WNDB
Reading Challenges that Honor Diversity in Literature:
- Rochester Public Library’s “Open Book Challenge”
- MacMillan Publishers’ “Reading Without Walls” challenge
The Academy of American Poets subsite “Teach This Poem”
- Educators can also sign up to receive a weekly email including one poem and supporting resources
National Education Association’s subsite “Read Across America”
- Also, explore more suggested titles on Twitter: #ReadAcrossAmerica
No matter what your role in education, you could be that staff member who hands out mirrors to and opens windows for our students. It’s important that we all work together to guarantee our students are able to see themselves reflected in the books they read and ensure that they’re able to build empathy for those who are different from them.
My childhood would have been rough without characters like Mallory, Jo, and June. My worldview would have been much thinner without authors like Hurston, Cisneros, or Dorris. To this day, I am grateful for those teachers who introduced me to these close friends and who showed me more of the world.
These protagonists taught me that being smart and outspoken, being strong-willed and brash was admirable—even if I was a woman. These authors taught me to empathize with others different from myself. Now, imagine what lessons our students will learn if we just introduce each of them to a wider array of books.
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