5 Matching Annotations
  1. Mar 2026
    1. We believe supporting students’ linguistic and cultural flexibility will prepare them for success in the world (Garcia, 2009). We are considering encouraging children to show cultural artifacts in illustrations, as a common strategy used by illustrators. We want to encourage children’s use of translanguaging in nonfiction reading and writing.

      I agree with this quote. Being able to speak another language is a big asset and can help you succeed in the workforce. It is important to learn another language earlier on in your career as the older you get the less you are able to actually obtain that language. Learning a language does not have to only include texts, it can include pictures,music, and videos as well.

    1. Buddy and Fatima are discussingcurrent events. Buddy says, “Fatima, I’veread in the news that some countriesrequire women to wear a hijab, whileother countries have ‘burqa bans.’ Theyall have different reasons, but somepeople say wearing a hijab oppresseswomen. If you don’t mind sharing, whydo you choose to wear a hijab?”

      The students here are having a appropriate conversation about cultural clothing. The students are listening to each other and are respecting each others cultures.

    1. Being able to read complex text independently and profciently is essential for high achievement in college andthe workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot readchallenging texts with understanding—if they have not developed the skill, concentration, and stamina to read suchtexts—they will read less in general. In particular, if students cannot read complex expository text to gain informa-tion, they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. T

      It is important that we also push students to read above grade level. If we keep the text leveled at grade level or below, the students who have more reading stamina get bored of the text. It also is important to not that, students cannot read high leveled texts without concentration and stamina.

    1. School Climate and Culture IndexMental Health Education Literacy Schools: Linking to a Continuum ofWell-BeingEnglish Language Learner/Multilingual Learner Parent ResourcesSocial Emotional Learning: Essential for Learning, Essential for LifeGuidelines and Resources for Social and Emotional Development andLearning (SEDL) in New York StateNYSED Information and Resources Regarding Restorative Justice andTrauma Sensitivity TrainingThe New York State Dignity for All Students Act (DASA)SYMBOLWelcoming and affirming environment

      It is important to note that creating a welcoming environment goes beyond the classroom. It should extend throughout the school like the hallways, front entrances, and main offices. Most importantly, it should extend to the parents. Schools can go beyond surface level and can even create parent workshops to get the families trust within the school.

    1. Although these guidelines focus on the messages about diversity and equality reflected in children’s books, it is also important to take quality into account. Be sure the book is a “good read.” If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need.

      A book might match the theme or lesson we are trying to discuss perfectly. However, but it is important to read over the book first before making the final decision on bringing it into the classroom. It is not about how many awards the book has one, its about WHAT and HOW the book addresses the topic in a way for students to understand and keep them intrigued.