So are picture books dead? Is the form over? To us that seems like an absurd question. It’s kind of like asking: Is love over? Is love over between a par-ent and child? I
This quote really just stood out to me.
9 Matching Annotations
- Apr 2017
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jgregorymcverry.com jgregorymcverry.com
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- Feb 2017
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www.washingtonpost.com www.washingtonpost.com
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Children of color and the poor make up more than half the children in the United States. According to the latest census, 16.4 million children (22 percent) live in poverty), and close to 50 percent of country’s children combined are of African American, Hispanic, American Indian, Asian American heritage. When the Common Core State Standards (CCSS) were introduced in 2009—2010 , the literacy needs of half the children in the United States were neglected. Of 171 texts recommended for elementary children in Appendix B of the CCSS, there are only 18 by authors of color, and few books reflect the lives of children of color and the poor.
While non-fiction is a good element to have within the CCSS standards, I do think we need to diversify, a 1st - 4th grader isn't going to really care about a non-fiction piece, especially if they can't relate to it. And if we have only 18/171 texts being written by authors of color, and few that reflect poverty conditions then we lose the ability for these novels to connect with our children. If I can't connect with something, I'll zone it out, and considering I teach 3rd - 8th grade math for tier 2 SRBI students, I can say that if they don't care about math, they will easily zone me out and ignore me for the half an hour I'm working with them.
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jgregorymcverry.com jgregorymcverry.com
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Recommended Books
These books are great resources and I'd also like to add Soul by Soul by Walter Johnson, we read it for my Civil War and Reconstruction class (HIS 353) and it's an excellent read and incredibly insightful.
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The literacy development of African American males, both self-generated and school-rendered, connected to larger ideals, such as cultural uplift, economic advancement, resistance to oppression, and intellectual development
It's interesting because I think as a concept this is something that could and SHOULD be applied across the board to everyone. The texts should be empowering to whomever is reading it, not showing them as victims. It's like common misconceptions with teaching slavery where many history teachers teach it as African Americans were complete victims and had no control over their fate. Walter Johnson in his book Soul by Soul counters this by saying, generally, we shouldn't teach it as them being the victims but instead that while they were victims to this oppressive system, also tried to take control as much as they could to control their own destiny.
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the poor performance and achievement deficits of African American males throughout their school years
This was an interesting opening line. from what I've read in the past there's a lot of reasons why African American males have lower performance and achievements, and it's crazy because it really sort of goes back to an idea of both ingrained racism that whites have created over the decades that lead to lower performance via things like lower economic standards. Because really if a person is hungry or not as well off as someone else, can you expect them to perform well in class? I don't think so.
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learning.ccsso.org learning.ccsso.org
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30 | K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGeartS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtSLanguage Progressive Skills, by Grade
This is an excellent chart to help show us what students need to know at each grade level.
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decoding words.
Example of a #skill students need to know.
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Reading Standards for Literature K–5
While easy to locate, it also provides us with the #skills and #knowledge both our students, and us the educator, need to know.
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What is not Covered by the Standards
I'm glad that it clearly points out what is not covered by these standards.
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