Alfredito and his family are getting ready to return to El Salvador for Christmas. It will be their first visit back since they left as refugees and made their way to California on foot. But this time they're flying! Excitement mounts as Alfredito and his family soar over the Earth and finally arrive at their beloved home to reunite with family and friends. This extraordinary book celebrates an experience familiar to the many who have left their original country to find a new life. Jorge Argueta's tender, clever prose is perfectly complemented by Luis Garay's rich, authentic illustrations.
Cultivating Diversity and Inclusion: Using Global and Multicultural Children’s Literature in Grades K-5, Second Edition shows educators how to assist students in cultivating and appreciating diversity and inclusion in K-5 classrooms. This text offers new children’s book titles from across the world in each chapter, advances to grades four and five, engages students with rich cultural language experiences, and provides ways to incorporate apps and social media activities in the classroom.
Poems for children that evoke the wonder of childhood in rural El Salvador include the relationship with a caring father and the author's confusion and delight in his new urban home.
An eloquent and timely plea for understanding refugees. Why are young people leaving their country to walk to the United States to seek a new, safe home? Over 100,000 such children have left Central America. This book of poetry helps us to understand why and what it is like to be them. This powerful book by award-winning Salvadoran poet Jorge Argueta describes the terrible process that leads young people to undertake the extreme hardships and risks involved in the journey to what they hope will be a new life of safety and opportunity. A refugee from El Salvador’s war in the eighties, Argueta was born to explain the tragic choice confronting young Central Americans today who are saying goodbye to everything they know because they fear for their lives. This book brings home their situation and will help young people who are living in safety to understand those who are not. Compelling, timely and eloquent, this book is beautifully illustrated by master artist Alfonso Ruano who also illustrated The Composition, considered one of the 100 Greatest Books for Kids by Scholastic’s Parent and Child Magazine. Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Common Core is an instructive book that enhances classroom teacher knowledge-base of global and multicultural literature texts, which as a result, deepens student appreciation for cultures around the world. Through use of technology and multicultural literature, Dr. Saine fires up the imagination of students, as she transports them to other cultures, countries and regions of the world. It is a highly nuanced text that builds bridges across cultures while meeting English Language Arts (ELA) standards. The text is likely to make a lasting contribution to this mostly neglected area of student cultural awareness and development.
From prizewinning journalist and immigration expert Alfredo Corchado comes the sweeping story of the great Mexican migration from the late 1980s to today. Homelands is the story of Mexican immigration to the United States over the last three decades. Written by Alfredo Corchado, one of the most prominent Mexican American journalists, it's told from the perspective of four friends who first meet in a Mexican restaurant in Philadelphia in 1987. One was a radical activist, another a restaurant/tequila entrepreneur, the third a lawyer/politician, and the fourth, Alfredo, a hungry young reporter for the Wall Street Journal. Over the course of thirty years, the four friends continued to meet, coming together to share stories of the turning points in their lives-the death of parents, the births of children, professional milestones, stories from their families north and south of the border. Using the lens of this intimate narrative of friendship, the book chronicles one of modern America's most profound transformations-during which Mexican Americans swelled to become our largest single minority, changing the color, economy, and culture of America itself. In 1970, the Mexican population was just 700,000 people, but despite the recent decline in Mexican immigration to the United States, the Mexican American population has now passed three million-a result of high birth rates here in the United States. In the wake of the nativist sentiment unleased in the recent election, Homelands will be a must-read for policy makers, activists, Mexican Americas, and all those wishing to truly understand the background of our ongoing immigration debate.
The activities in this book provide numerous ways to introduce sensory and gender-based teaching methods into your classroom. Experience ?minds-on? learning with fresh and fascinating tips and techniques for using color, scent, taste, sound, and touch to stimulate the minds of your students. The suggested practical classroom applications utilize the differences between the ways boys and girls acquire and apply knowledge. Begin ?doing brain surgery from the inside out? by Breaking Brain Barriers!
This volume discusses 14 different types of disasters and their implications on the social, emotional and academic development of young children, from birth through age eight. It focuses on human-related crises and disasters such as community violence exposure; war and terrorism; life in military families; child trafficking; parent migration; radiation disasters; HIV/AIDS; and poverty. The environment-related disasters addressed in this book include hunger; hurricanes; earthquakes; frostbites; wildfires; and tornadoes. The volume includes suggestions for interventions, such as using picture books with young children in coping with natural disasters and human crises. In addition, each chapter provides research-based strategies for early childhood and related professionals to be used in the classroom. Many children in our world today experience some type of disasters and/or crises. These crises or disasters can either be human- or environment-related and can interrupt children’s daily lives. They often negatively impact children’s development, education, and safety. Bringing together authors representing a variety of countries including Australia, Canada, China, Finland, Haiti, Hungary, Kenya, USA, and Zimbabwe, this book provides truly global perspectives on the various types of disasters and their implications for our work with young children.
Winner of the 2020 Goddard Riverside CBC Youth Book Prize for Social Justice A Top Ten Selection of the 2021 In the Margins Book Awards A Texas Institute of Letters 2021 Finalist for Best Picture Book A 2021 RCC Wilbur Award Winner A Picture Book Discovery Prize Winner for the 2020 Writers' League of Texas Book Awards "Dad, what happened?" "Why are they shooting?" "What is this vigil for?" The shootings keep coming, and so do Jeremiah's questions. Dad doesn't have easy answers, but that doesn't mean he won't talk about it—or that he won't act. But what if Jeremiah doesn't want to talk anymore? None of it makes sense, and he's just a kid. Even if he wants to believe in a better world, is there anything he can do about it? Inspired by real-life events, this honest, intimate look at one family's response to racism and gun violence includes a discussion guide created by the Muhammad Ali Center in Louisville, Kentucky, a multicultural center and museum committed to promoting respect, hope, and understanding. A portion of the publisher's sales proceeds will be donated to nonprofit organizations that facilitate the empowerment of Black communities.
Promoting Educational Success through Culturally Situated Instruction uniquely highlights the power of educational equity, constructivism, and situated literacy. While many books discuss diversity or constructivism, and some address situated literacy, this book synthesizes all three components to produce synergy. Situatedness is the core of diversity, and the strategies and insights in each chapter equip students to reach their full potential. This text synthesizes educational equality, constructivism, and situated literacy in unique and practical ways that strategically prepare students for the next level of learning. These chapters provide insights for educational opportunities that personalize learning, take learning to the next level, and provide transformative strategies to empower students. Each chapter explores an area of education in which situatedness and a connection to the learner at a deep, personal level are components of the teaching/learning scenario.
