The Collection That I Am A Building Essay

As far as selecting picture books for use in a classroom collection, Tuesday by David Wiesner would be an excellent addition. The book itself is a wordless book, with limited text and depends on sequenced illustrations to present the story and carry the narrative. Despite the lack of text, colorful illustrations throughout create interest in the story and make the reading experience an enjoyable one. Looking at evaluation criteria for selecting picture books in a classroom, Tuesday adheres to many of the standards. Tuesday is about a topic that children would find interesting; it avoids all forms of stereotyping in both text and illustration. The figures of frogs flying about on lilypads, is well done, but not so complex that it is not appropriate

In this scenario, saying that I were a sociologist designing a college course on Race and Ethnicity in college, I would have a variety of topics to start from and would really have to narrow it down. In this scenario, I am choosing to talk about systemic racism. The five sources I would use would be varying in subject, and the authors would come from different walks of life. {{{One book I would use in this course, would be a text that we have used this semester. This book being “Why Are All of the Black Kids Sitting Together in the Cafeteria?” by Beverly Tatum. It was a quick enough read, it made sense, and was easy to retain. This book had an emotional impact on me, and I have a feeling it would impact many students like the ones before

Since 1982, there have been 11,300 books challenged in the United States. As the number of challenged books continues to rise, society’s exposure to diversity in literature decreases. According to the American Library Association, 51% of the top ten challenged books between 2005 and 2014 featured “diverse content.” Diverse content is defined as works featuring either non-white, LGBT+, or disabled primary characters, or discussions of issues in relation to race, religion, LGBT+ matters, mental illness and/or disabilities, among many other defining characteristics. Censoring such books has the potential to fundamentally stunt the personal growth of society, though many may feel certain information and topics must be censored for the safety of

The Caldecott Medal identifies picture books that have compelling illustrations that give readers a rich and detailed visualization of the words they are reading or being read. The illustrations also add depth and additional meaning to the stories. Teachers who choose these books may rest assured that they are providing quality and inspiring educational experiences to their young students. The Newberry Medal is awarded to books that are outstanding contributions to children’s literature. It is awarded by a committee of experts who review many submissions and select the best of each year. These selections are well-written, compelling, and have well-thought-out plots and vibrantly developed characters. Students will gain great experiences reading Newberry Medal and Honors books. The Coretta Scott King Award recognizes books that further Martin Luther King Jr’s vision of unity and diversity. Teachers may use these books to be sure that they are teaching their students about diversity in engaging and exciting ways.

Acclaimed by reviewers, instructors, and students as the most powerful book of readings on race,

A huge goal that I have for the new year is to keep the book-drive momentum going that I established in December. This is important because it would be a shame to let it die, especially because about one hundred kids in this school took home about 1000 children’s books for younger brothers, sisters, and other relatives. Early child literacy is so important, and every family in Lindenwold should to understand that babies need books, as well as somebody to consistently read to them. Furthermore, reading well by the time that they get to kindergarten will ensure a successful career in school. Sady, in Lindenwold there are many small children who have no books in the home, and I want to take action to end this.

Today, I would like to celebrate a different type of literacy hero, but first here is a little background. Many of your preschool-aged children might be receiving books from BEGIN WITH BOOKS, Charleston’s branch of Dolly Parton’s Imagination Library. This program sends free books every month to children under age five in select zip codes in Charleston County. The greater program, Dolly Parton’s Imagination Library, was begun by Dolly Parton as a way to get quality books into communities (starting with her home county) so that all children could learn the magic that books have to offer. The program

In Race and Ethnicity Class we read two books. We read The Color of Water and Night. I really liked both books. They are informative on two different races. They are interesting and emotional.

I have recently completed Black Boy by Richard Wright, and believe it would be a great addition to the tenth grade curriculum. Black Boy is an autobiography about the author Richard Wright's life. It begins with four year old Richard setting his house on fire, which instantly draws in the reader. From there Richard leads the reader through his life of poverty and loneliness. We experience his losses as well as his gains in the world. Most importantly, throughout the book, we see a different side of all races than we normally see in the books written by the dead white men. Like the rhymes Richard created with the neighborhood kids to taunt the jews. “We black children-seven, eight, and nine years of age- used to run to the Jew’s stores and shout: Jew Jew, Jew what do you chew?”(Wright 60,61). This book allows us to experience how it was to be black during the Jim Crow era. This is something we are not introduced to in the current curriculum for American Literature Advanced or English 10.

If we allow our children to read material full of stereotypes, we are doing an injustice to both our children and the entire Nartive American race. When selecting a children's book, one must be cautious to

We have observed how images hold “hidden messages”, discovered who Hugo Cabret is with the help of childhood models, now it is time to unveil how the setting of a story and multicultural within a story, can effect the perception of the read. Stacy Whitman states her findings in Obeso’s discussion, “How Multicultural Is Your Multiverse?” when she states, “there are a lot of mirrors for white readers, who can see themselves represented in fiction, but not quite as many for people of color” (Obeso) In Reading Children’s Literature, Hintz and Tribunella demonstrate that, “when we think about the audience of a book, we need to think about the experiences that can lead to different reader responses.” (361 Hintz, Tribunella) Together, their statements

It’s great idea to expose Sarah for more cultural relevant books. Students enjoy reading about or similar to their culture. Also, they interact with the text, and make a comparison with the characters in the text and themselves or their relative. As Freeman & Freeman(2004) stated in the book Talking points “Children like to read stories about characters who are their age” Besides “ Cultural relevant books connect to students’ lives, not just cultural heritage.” (p.9).

Everyone knows the classics. Romeo and Juliet, Jane Eyre, Great Expectations, the novels of white characters in Western settings commonly read in high school English classes. Lost in the backrooms of school libraries, The House on Mango Street and Uncle Tom’s Cabin are hidden away, stories of minorities boxed in by cardboard and majority rule. While America’s student body becomes increasingly diverse (and schools rush to adapt), some say curriculum has stayed monochromatic by regularly painting the story of the white majority while failing to represent minority backgrounds and experiences fairly and leaving minority students struggling to relate to texts presented in the classroom. Others say the American curriculum should

“The House I Live In,” a movie that explains the war on drugs from multiple perspectives from addict to enforcement and lawmaker between.

There are numerous children’s books available for educators to utilize as they create, integrate, and incorporate reading books into their lessons. When selecting books for students, many factors come into play. One central component to employ when selecting Children’s books is ensuring the book is developmentally appropriate for the child (Lennox, 2013). In order to select