From the 2020 Notable Children’s Books in the Language Arts Using Poetic Picturebooks as Mentor Texts
BY ELIZABETH M. BEMISS
Each year, the Notable Children’s Books in Language Arts Committee (NCBLA) reads and discusses works of fiction, non-fiction, and poetry written for K-8 readers. Committee members, seven dedicated children’s literature enthusiasts, with experience ranging from elementary school teaching, to school librarians, and finally, university faculty with expertise in children’s and young adult literature, consider the requisite qualities for narrowing down the winners to a list of 30 titles.
In this post, I will feature two poetic picture books included in the 2020 Notables list, Lion of the Sky: Haiku for All Seasons (2019), and Room on Our Rock (2019).
Teaching Tips for Using the Books as Mentor Texts
Utilized as mentor texts, these poetic picture books provide readers with delightful opportunities to craft their own written responses inspired from the texts.
The whimsical collection of “riddle-ku” poems in Lion of the Sky invites readers to enjoy a play on language and is an inspiring way to help young writers craft unique poetry of their own. Students can create their own “riddle-ku” poems and invite peers and family members to guess the answer to their “riddle-kus.” To scaffold young writers, teachers can draw from this brainstorming resource from Millbrook Press where students can craft a “Zoo-ku,” or a “riddle-ku” about an animal. Additionally, students can publish their “riddle-ku” on a Padlet Page created by the author, Laura Purdie Salas. Another way students can craft their poems is through Read Write Think’s Interactive Haiku Generator, which guides students through brainstorming, drafting, and publishing, where individual background images can be added to the published “riddle-ku.”
The poetic forward and backward reading of Room on Our Rock can foster rich conversations between readers about the varying messages from the book when read forward versus backward as well as discussions surrounding point of view. Teachers can guide students to reflect on the kind of tone and voice needed to read the book forward and how it changed to read the book backward. Teachers could also have students think about how the artwork on each page was used to create the tone of the book from two perspectives. After engaging in deep conversation around the book, students can partner up to write a review of the book and then share their reviews via free audio or video sharing applications. Students can post links to the reviews on a class page such as note.ly or Padlet.
Elizabeth M. Bemiss, an Assistant Professor at the University of West Florida, teaches courses in children’s and young adult literature and literacy methods. Elizabeth is a member of the 2019-2021 Notables Committee.
By Katie Caprino, Elizabethtown College
One of the reasons I became a teacher was because it was a profession in which I thought I could be creative. A writer, I wanted a position in which I could carry on my passion of writing and inspire student writers.
Reflecting back on my work as a middle and high school English teacher, I lament the limitations I feel were put on my work as a creative person. Even my current role as a literacy teacher educator seems overwhelmed at times by elements which I feel are the absolute antithesis to creativity.
My opportunity to teach the creative methods course at my institution gave me a space to engage with creativity and to help future teachers think critically about what creativity looks like in the classroom and inspire them to be creative teachers. Inspired by Brandt’s (1998) work on literacy sponsors, I believe that teachers, students’ peers, and even students themselves play an important role in being creativity sponsors.
In this blog post, I share a few contemporary books that provide portrayals of creativity sponsors, framing my work in the context of research on creativity. I then provide teachers with some ideas on how to use contemporary children’s literature texts as inspiration to facilitate a creative classroom.
In this video, Resnick discusses how to help kids become creative thinkers.
Certainly, adding the titles shared above to your classroom library is a good start. Sharing these books with students in a way that invites them to discuss what they think creativity is, whether they are creative, and how their schooling experiences have encouraged or restricted creativity could be the next step.
And then I call for a little self-reflection. Are you, as a teacher, more like Leon or Marisol in Ish? How might you be more of a Miss Lightstone from One Time? When you think about your students, do they take risks like the little girl in What If? Or do they ask so many questions about how assignments will be graded and what you want like Gina’s classmates in One Time? Do your students know what to do with some free time like the little child in On A Magical Do-Nothing Day?
These reflections might prompt you to think about how you might use one of the books shared in this post as a mentor text for a lesson idea. Here are some ideas!
● Let your students freewrite, working up to longer periods of time, and share their work. (One Time)
● Provide students with an object and ask them what they would do if that object broke in order to complete an intended
task. (What If)
● Offer spaces in your classroom where your students can explore and play. (On a Magical Do-Nothing Day)
● Invite your students to draw a picture, and post everyone’s picture in a gallery. (Ish)
It is important to think about how important creativity sponsors are in a child’s life. Teachers can be creativity sponsors, but so, too, can peers and children themselves – if we let them! It is my hope that these book recommendations, along with the reflective prompts and lesson ideas, may inspire creativity in you and your students!
Alemagna, B. (2016). On a magical do-nothing day. New York: HarperCollins.
Berger, S. (2018). What if. New York: Hachette Book Group.
Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165- 185.
Creech, S. (2020). One time. New York: HarperCollins.
Creech, S. (2001). Love that dog. New York: HarperCollins.
Resnick, M. (2018). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Cambridge,
MA: MIT Press.
Reynolds, P. (2004). Ish. Somerville, MA: Candlewick.
Kathryn Caprino is a CLA member and is an Assistant Professor of PK-12 New Literacies at Elizabethtown College. You can follow her on Twitter @KcapLiteracy. She blogs frequently at Katie Reviews Books.
BY JENNIFER SUMMERLIN
The Notable Children’s Books in the Language Arts Committee (NCBLA) read and reflected on over 400 of the newest books (published in 2019) for readers in grades K-8. Committee members considered the following qualities for choosing the final 30 titles to make the NCBLA Notables 2020 list:
I will start by providing a brief summary, followed by corresponding primary source images and instructional strategies for maximizing text and supporting visual literacy. Coupling quality historical fiction texts with visual primary sources like infographics, charts, graphs, photographs, illustrations, or political cartoons affords opportunities to critically explore and unpack images, while building background knowledge and making connections to the text (Lent, 2016; Harris, 2010).
This beautiful picture book features one strong-willed young girl, Louisa Belinda Bellflower, determined to learn to ride a bicycle. This story, set in Rochester, New York in 1896, tells of a brother and sister (Louisa and Joe) who, like other siblings, play and disagree. Although typical siblings, the difference is the topics of their disagreements, which tend to focus on the things boys can do that girls cannot. Louisa is discouraged from wearing anything other than a dress, limiting her ability to do cartwheels or learning to ride a bicycle (also off limits for girls). Louisa is determined to ride a bike, even if it means contracting “bicycle face,” a permanent result of scrunching your face and bulging your eyes while trying to balance the bike. Louisa Belinda Bellflower will not be stopped as she works to prove to her brother and boys everywhere that girls can and should ride a bicycle.
Primary Visual Source
The Library of Congress website features a variety of visual primary sources depicting women as a collective part of the late 19th century bicycle frenzy. The bicycle, commonly referred to as the wheel, was an instrumental vehicle of progress for the women’s movement and their fight for voting rights. Globally, women began riding bicycles, finding new freedom in their mobility. With this increased transportation came a greater public presence of women, allowing increased likelihood of their voices to be heard.
Two primary visual sources are: The “new” woman and her bicycle by Frederick Burr Opper and Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride” photographer unknown.
Primary Visual Source: The “new” woman and her bicycle
Primary Visual Source: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride”
Title: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride.”
Date Created/Published: 1899, Stereo Copyrighted B. L. Singley
Summary: This printed photograph was doubled and placed on cardboard to create a stereo card for a stereograph machine. A stereograph machine was used to make pictures look three dimensional, similar to an old-fashioned view-master. To learn more about the stereograph, view the video at the What is a Stereograph? webpage of Middlebury College's Museum of Art.
The image on the photograph is of a woman standing in her home with her bicycle beside her. Looking closely, you see she is gesturing for a little boy to take a piece of fabric or clothing from her. Art critics suggest the picture seems staged because the bicycle being held by the woman is very large and does not have the lower crossbar that is typical of a woman’s bicycle. Notice that the woman’s attire in the picture does not support riding a bicycle. However, as more women began using bicycles for transportation, changes in clothing, such as bloomers, allowed them to ride comfortably. Prior to these changes in clothing styles, women were pictured seated sideways to accommodate their long dresses.
Questions for Analysis:
Revisit Born to Ride: A Story About Bicycle Face with students. Before rereading, ask the students to pay close attention to what the women are doing throughout the book. After reading, discuss all of the things the women are doing from the beginning to the end of the text. Begin a conversation about why there might be concern and discouragement from others (men and women) when it comes to women riding bicycles. Ask the students what connections they can make between the photograph and the text. To wrap up the conversation, ask students about potential origins of the “Bicycle Face” affliction. Share the author’s note, “About Bicycle Face” and “From Bicycles to Votes.” To conclude the session, have students work in pairs to complete T-Charts, transcribing their learnings with specific, supporting evidences.
(ca. 1899) Woman in a room with a bicycle saying to a man and child, "Sew on your own buttons, I'm going for a ride"., ca. 1899. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006683468/.
Harris, B.R. (2010). Blurring borders, visualizing connections: Aligning information and visual literacy learning outcomes. Reference Services Review, 38(4), 523-535. doi: 10.1108/00907321011090700
Lent, R. C. (2016). This is disciplinary literacy: Reading, writing, thinking and doing…Content Area by Content Area. Thousand Oaks, CA: Corwin SAGE Publications.
Opper, F. B. (1895) The "new woman" and her bicycle - there will be several varieties of her / F. Opper. , 1895. N.Y.: Published by Keppler & Schwarzmann. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2012648801/.
Theule, L. (2019). Born to ride: A story about bicycle face. New York, NY: Abrams Books for Young Readers.
Jennifer Summerlin is an Assistant Professor of Reading at the University of Alabama at Birmingham. Her research examines construction of knowledge among preservice teacher candidates, supporting literacy best practices within the P-12 classroom, and reading intervention. Jennifer is a member of the 2019 Notables Committee. She can be reached at firstname.lastname@example.org.
BY MARY ANN CAPPIELLO on behalf of The Biography Clearinghouse
As we approach the final quarter of 2020, fires rage along the West Coast. Many regions of the United States face drought conditions. Gulf communities are inundated by Hurricane Sally while a string of storms line up in the Atlantic, waiting their turn. The impact of climate change is evident.
COVID-19 continues to wreak havoc on our lives, our health. We bear witness to the disproportionate impact of COVID-19 on minoritized groups, including Black and Latinx communities, Native Americans, and the elderly.
Across America, Black Lives Matter protests carry on, demanding that our nation invest in the essential work necessary to achieve a more perfect union through racial justice.
In 2020, we remember moments of historic change, commemorating the 30th anniversary of the Americans with Disabilities Act and the 100th anniversary of the 19th Amendment.
The intensity of this moment can’t be denied. It’s demanding. It’s exhausting. Whether you are a teacher, librarian, or university faculty member, you are likely teaching in multiple new formats and modalities, facing daily logistical challenges. Caregivers also face new hurdles in supporting young people’s learning.
How do you meet the needs of students and the needs of this moment in history? How do you find hope in literature?
Perhaps one way is to turn to the people of the past and the present who are working on the edges of scientific knowledge. Or, to turn to the people of the past and the present who have acted as champions of social justice. Their life stories offer young people models of agency and action, blueprints for change.
To that end, The Biography Clearinghouse shares 20 biographies for 2020, a list of recent picturebook and collected biographies to connect with the challenges of the moment. This list is not comprehensive. It is simply a starting place. We hope these recently published biographies of diverse changemakers can become part of your curriculum or part of your read aloud calendar, in-person or over video conferencing software.
Biographies About Scientists
Biographies About Champions for Change
If you have any picture book or chapter-length biographies or collected biographies for young people that you would like to recommend, please email us at email@example.com. We’re also interested in hearing more about how you’re using life stories in the classroom this year.
Mary Ann Cappiello teaches courses in children’s literature and literacy methods at Lesley University, blogs about teaching with children’s literature at The Classroom Bookshelf, a School Library Journal blog, and is a former chair of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8.
BY LIZ THACKERAY NELSON & MARGARET OSGOOD OPATZ
As former teachers, we are familiar with our students’ common refrain: “What does this book have to do with me?” Helping our students connect to what we teach in meaningful ways increases motivation, engagement, and overall learning (Guthrie & Wigfield, 2000). In this blog post we want to explore how creating and sequencing text sets to foster student background knowledge helps students make meaningful connections and increases reading engagement.
The importance of readers’ background knowledge has been acknowledged for decades (Anderson, Reynolds, Schallert, & Goetz, 1977; Cunningham & Stanovich, 1998; Reynolds, Taylor, Steffensen, Shirley, & Anderson, 1982), yet in schools throughout our country readers are placed in texts that are decontextualized and reflect a lived experience very different from their own, making it challenging to construct meaning from the text and ultimately learn from it (Fleming, Catapano, Thompson, & Ruvalcaba Carrillo, 2015). This is particularly true when it comes to the informational content presented in science. To support readers in comprehending and learning from texts, teachers can reshape the curriculum by beginning with students’ lived experiences in mind. Reshaping the curriculum includes the use of high-quality literature sequenced in a way that begins with familiar content and contexts and then moves further from students’ lived experiences to the expected or mainstream curriculum.
Learning about Animal Adaptations in an Urban Setting
For example, when addressing science standards to teach about how animals adapt to their environment, many units of study focus on exotic animals such as those found in the Amazon Rainforest, the Serengeti, or Australian Outback--using texts such as I See a Kookaburra! (Jenkins & Page, 2005) , Biggest, Strongest, Fastest (Jenkins, 1997), or What Do You Do With a Tail Like This? (Jenkins & Page, 2008). While it certainly isn’t bad to teach about exotic animals and their unique ecosystems, to help students first understand how animals function in their unique habitat, it can be beneficial to begin with animals that are closer to students’ lived experiences. Therefore, before moving to texts that showcase exotic animals, we suggest using texts such as Please, Puppy, Please (Lee & Lee, 2005), Animal Babies in Towns and Cities (Kingfisher, 2005), City Critters: Wildlife in the Urban Jungle (Read, 2012), or Urban Roosts: Where Birds Nest in the City (Bash, 1992). These texts allow you to focus on animals that students who live in urban settings can observe in their own environment.
Imagine students reading Urban Roosts: Where Birds Nest in the City (Bash, 1992), a book which illustrates several urban locations where birds live and nest (e.g., in a storefront light, under the awning of a building, on a statue that stands on a street corner, in a stoplight). Then, as students walk outside of their school building (or their homes if they are learning online right now), they start to notice the birds that roost on the building’s exterior doorways, creating firsthand experiences of animals adapting to their environments, and opportunities to talk about scientific content beyond the school texts and science class. When meeting as a class again, students discuss how the birds have adapted to and thrive in the urban environment. By situating school texts in familiar contexts, students are able to build background knowledge before being expected to grasp concepts in faraway, unfamiliar places. Because we live in an urban area, we would sequence our animal adaptation text set like this:
Based on the area where you live, you may want to change the order of the texts. For example, salamanders are very common in some parts of the United States, so teachers in that area may want to move Salamanders by Molly Kolpin closer to the beginning of the text set.
Explanation of Text Sequence
Creating & Sequencing Your Own Text Set
To create and sequence text sets that begin with students' lived experiences and progress outward, we propose 5 steps:
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14(4), 367-381.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-17.
Fleming, J., Catapano, S., Thompson, C. M., & Ruvalcaba Carrillo, S. (2015). More mirrors in the classroom: Using urban children’s literature to increase literacy. Lanham, MD: Rowman & Littlefield.
Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403-422). New York: Erlbaum.
Reynolds, R.E., Taylor, M.A., Steffensen, M.S., Shirey, L.L., & Anderson, R.C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 353-366.
Liz Thackeray Nelson is a doctoral student at the University of Utah in Educational Psychology. Her research interests include writing, multiliteracies, and children's literature. She is currently serving as the chair for the CLA Membership Committee.
Margaret Osgood Opatz is a doctoral student at the University of Utah in Educational Psychology. Her studies include reading, literacy, and linguistics. She is a past recipient of the CLA Bonnie Campbell Hill National Literacy Leader Award.
By Jennifer Graff and Courtney Shimek on behalf of the Biography Clearinghouse
As shared in our initial Biography Clearinghouse post, we are committed to showcasing how biographies can help connect youths with each other and the world. Offering curricular possibilities that are easily adaptable to grade level, time, and other contexts and providing “behind-the-scenes” content from biography creators are central components of our commitment.
In the spirit of returning to school and the desire to amplify the historical achievements of Black people in the U.S., we showcase the story of someone committed to justice and equity her entire life. “A child of New York City’s striving class of Blacks in the mid-1800s" (p.5) whose ideals were to “Aim high! Stand tall! Be strong! -- and do!” (p.5); a girl whose mother was “an ace operator for the Underground Railroad” (p.21); and an educator who wrote, “I never forgot that I had to sue for a privilege which any but a colored girl could have without asking” (p.36). Thus, our first featured biography on the Biography Clearinghouse website is Tonya Bolden’s award-winning Maritcha: A Nineteenth-Century American Girl.
Bolden felt compelled to write about Maritcha after coming across her memoir at the Schomburg Center for Research in Black Culture. Bolden’s rich, descriptive language and use of primary and secondary sources illuminate the life and experiences of Maritcha Rémond Lyons and her family in New York City during the latter half of the 19th century. Readers discover what life for Blacks was like in New York City, witness the terror and violence of the Draft Riots in 1863, and experience the fight for education and equal treatment. Bolden’s discussion of her research and writing process in the front and back matter as well as Maritcha’s perseverance, determination, and legacy inspired us to interview Bolden and imagine how we could incorporate this powerful biography into our classrooms.
Operating within our Investigate, Explore, and Create model, we designed teaching ideas geared toward literacy and content area learning as well as opportunities for socio-emotional learning and strengthening community connections.
Getting to Know Your Community Leaders
Community networks were central to Maritcha’s story as well as her and her family’s accomplishments. The importance of community networks is still present today. But how often do we have opportunities to delve deeper into the community networks that help us survive, if not thrive?
By investigating biographers’ research and writing processes and connecting people and historical events to our modern lives, we hope to motivate change in how readers engage with biographies, each other, and the larger world. To see more classroom possibilities and helpful resources connected to Marticha: A Nineteenth Century American Girl, visit the Biography Clearinghouse. Additionally, we’d love to hear how the interview and these ideas inspired you. Email us at firstname.lastname@example.org with your connections, creations, questions, or comment below if you’re reading this on Twitter or Facebook.
Jennifer M. Graff is an associate professor at the University of Georgia, the current past-president of CLA, and a former committee member of NCTE’s Orbis Pictus Award for Outstanding Nonfiction for Children.
Courtney Shimek is an assistant professor at West Virginia University and has been a member of CLA since 2015.
BY JEANNE GILLIAM FAIN
Reflecting on the 2020 NCBLA List, our seven-member committee believes in the influence of each individual book and the power of the books grouped together to offer another layer of meaning. After reviewing over 400 titles with 2019 copyright dates appropriate for readers in K-8th grade, the members of the 2020 Notable Children’s Books in the Language Arts Committee met online to decide upon our final list of 30 titles. We read books multiple times and learned from each other as we carefully considered the craft of each book.
In this post, I am going to highlight two picture book biographies from the 2020 NCBLA List: Soldier for Equality: Jose´de la Luz Sáenz and the Great War (2019) and Feed your mind: A story of August Wilson (2019).
Tonatiuh, D. (2019). Soldier for Equality: Jose´de la Luz Sáenz and the Great War. New York, NY: Abrams Books for Young Readers, unpaged.
Bryant, J. (2019). Feed your mind: A story of August Wilson. (C. Chapman, Illus.). New York, NY: Abrams Book for Young Readers, unpaged.
Golden Line Strategy & Flip Grid
Both picturebooks feature high-quality language and there are many golden lines, lines that really resonate with the reader, within these texts. The golden line strategy involves the reader choosing a specific line from the picture book biography that causes the reader to pause, ponder, reflect, and/or question the text.
The line should purposely connect with the reader. Readers can choose the golden line from the text and post responses on Flipgrid.
Using flipgrid, the reader can record the reading of the golden line. The teacher can post invitational questions on the flipgrid. Readers can create their own response or answer one of the invitational questions and post on flipgrid. Readers can listen to their peers' golden line responses and post a response back.
Meet the Notables Committee
Jeanne Gilliam Fain is s a professor at Lipscomb University in Nashville, Tennessee and Chair of the 2020 Notables Committee.
BY MARY KATE SABLESKI & JACKIE ARNOLD
Why is this happening? What will happen next? When will this be over? Children and adults alike are asking these questions right now. But no one has certain answers. And keeping consistency and calm in place for our young people amidst constantly changing news is a challenge. Sharing a story can be a helpful hand for parents to help children process the closures and mandates that we are all struggling to understand. In this blog post, we share four books to read with children during these uncertain times.
All four of these books can be found on YouTube in a read aloud format. So, snuggle up with your loved ones, share a story, and, possibly, feel just a bit better about these uncertain times.
Mary Kate Sableski and Jackie Arnold are CLA Board Members and Master Class 2020 Co-Chairs.
Previously published in the Dayton Daily News (March 30, 2020)
Electronic Resources to Complement Contemporary Children’s Picture Books that Feature Mindfulness Elements
BY KATHRYN CAPRINO
Teachers have been thinking about how to incorporate mindfulness into the elementary school classroom for a bit now. During the fall semester, I completed a study about how children’s picture books that featured mindfulness affected preservice teachers’ mindfulness and how they were thinking about incorporating mindfulness into their classrooms.
And the recent global pandemic has only underscored the importance of having children’s picture books that feature mindfulness. We, as parents, teachers, and teacher educators, need them for ourselves. And we need them for our students.
In this post, I share a few contemporary picture books that feature mindfulness elements, and include electronic resources that complement each book - perfect during this time of remote learning. It is my hope that these titles might help us all get through these trying times and propel us into a more mindful approach to what normal looks like on the other side of all this.
Quick side note: I had the opportunity of seeing a traveling Carle exhibit in Norfolk, Virginia, last summer. With pieces from The Eric Carle Museum of Picture Book Art , the exhibit provided visitors with an opportunity to learn more about Carle’s artistic process and to see some of the most iconic images from his books. One of my favorites was one of his owls! I encourage all of you to visit the museum once things return to normal. You can ask your students to take a virtual tour of the museum.
Tomie dePaola's Quiet
Susan Verde and Peter H. Reynolds' I am Peace: A Book of Mindfulness
Mariam Gates' Good Morning Yoga
Kira Willey and Anni Betts' Breathe Like a Bear
- Intention relates to having a personal vision.
- Attention relates to focusing on moments in our lives.
- And attitude relates to the approach one takes to attention.
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
BY SELENA E. VAN HORN
Connecting with Picturebooks
“Dear little one,
…know you are wondrous.
A child of crescent moons,
a builder of mosques,
a descendant of brilliance,
an ancestor in training.”
This story is written as a letter from a father to a daughter celebrating their shared multiple, intersecting identities of race, language, and religion. He passes on his teaching and pride so that it will multiply for generations.
“Work hard...and remember to enjoy life…
And never forget your family”
Yaccarino tells his family’s history from his great-grandfather to his own children through the passing of a family heirloom (a little shovel). He shares the value of family relationships (near and far) and treasuring the little things in life.
inspired by a poem in her book Brown Girl Dreaming
“There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it.”
Woodson shares how the very things that may make us feel different are the things that make us special. While in some locations or groups we may be individual in our identities and traditions, in other spaces and groups, we may share how we look or talk, where we are from and/or what we eat. It is through our shared histories/storytelling that we learn the values of our families’/communities’ journeys and gain strength in sharing with others. When this happens and we decide to share, it is “The Day You Begin…”
Recording and Transcribing Oral Stories
- Students interviewing family members about their shared traditions and/or histories
- Students recording a podcast with their siblings about a shared memory they have
- Students engaged in an individual oral storytelling of their choosing
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.
The opinions and ideas posted in the individual entries are those of the individual authors and do not necessarily reflect the opinions or views of CLA or the Blog Editors.
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