Supporting Literacies For Children Of Color

A comprehensive theory-to-practice guidebook, Supporting Literacies for Children of Color argues for a new strength-based view of teaching to support the literacy talents and abilities of preschool-aged children of Color. The early childhood field is at a critical juncture in preschool literacy education as educators confront an ever-changing array of curricular approaches and assessment measures while still trying to meet the social, cultural, language, and literacy needs of individual children. By integrating parent and teacher literacy perspectives, as well as calling on the author’s own decades of teaching, this book offers practical tools and strategies for culturally responsive pedagogy and demonstrates effective methods for using oral language and multilingualism to celebrate and deepen the literacy capabilities of children of Color. Featuring examples of children’s literacy processes and products both at home and in preschools to illustrate effective instructional strategies, as well as boxes noting important ideas and strategies in each major section, this text will guide students and educators toward creating a supportive learning environment for children of Color.

Synopsis: In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a "one-size-fits-all" curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children. Among these children are rapid language learners and those who take their time to become speakers, readers, and writers at "child speed." All these learners, regardless of tempo, are often found within the language-rich contexts of play.

Designed to help students and educators make critical theory-to-practice connections, this essential volume provides a deep yet accessible approach to infant and toddler language and literacy education. Centered around four foundational topics—language, interaction, and play; language and culture; multilingualism; and early literacy—each section starts with a chapter breaking down the research and theory, followed by two practice chapters, from both leadership and teacher perspectives, that illustrate key concepts across a range of infant-toddler contexts. Ideal for students in early language and literacy courses as well as programs on infant-toddler development, this critical resource helps readers thoughtfully and practically bring multilingual and multiliterate development to the infant and toddler years.

Unlock a treasure trove of learning—make room for belonging in school Belonging is an instinctual feeling: you know when you feel it—and you really know when you don’t. Creating a sense of belonging in the classroom has a significant impact on student learning and well-being; it serves as a gatekeeper for other aspects of learning to take root. But how do we create classrooms and schools where every student knows they belong? This easy-to-use, illustrated playbook has you covered. 11 evidence-based modules feature actions and strategies that teachers can apply to help students feel more included. Interactive features such as essential questions and reflective prompts are designed to engage educators and deepen their understanding of the importance of connection and belonging in a student′s educational experience. Readers will find Detailed coverage of the 11 dimensions of belonging Evidence-based actions in every module to help foster belonging, balanced between elementary and secondary levels Interactive features like Essential Questions, Two Truths and a Lie, Case in Point, What′s Your Advice? and What′s Next? to facilitate engagement and reflection A highly visual illustrated style to promote comprehension and information retention By utilizing this playbook’s strategies to create environments where students feel a sense of belonging, educators can help improve learning outcomes and academic performance while supporting the overall well-being of their students.

Drawing on the authors’ experiences as Black parents, researchers, teachers, and teacher educators, this timely book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed—not within Black children—but in the way they are perceived and educated, particularly in reading, writing, and critical thinking across grade levels. To inform literacy teachers and school leaders, the authors provide a conceptual framework for reimagining literacy instruction based on Black philosophical and theoretical foundations, historical background, literacy research, and authentic experiences of Black students. This important book includes counternarratives about the lives of Black learners, research conducted by Black scholars among Black students, examples of approaches to literacy with Black children that are making a difference, conversations among literacy researchers that move beyond academia; and a model for engaging all students in literacy. Affirming Black Students’ Lives and Literacies advocates for adopting a standard of care that will improve and support literacy achievement among today’s Black students by rejecting deficit presumptions and embracing the fullness of these students’ strengths. Book Features: A counternarrative of Black literacy history, lives, and learners. Narrative examples of Black literacy scholarship, by Black scholars who embrace their faith-walk as an integral part of their holistic approach to literacy teaching and learning.Discussion questions to spur conversations among school administrators, parents/caregivers, politicians, reading researchers, teacher educators, and classroom teachers. An array of extant Black scholarship that should inform literacy praxis and research. A conceptual framework, CARE, that is applicable for all learners with a focus on Black literacy learners.

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

Product Description: A discussion of literacy development from birth to the primary school. The book embraces an integrated language arts perspective and an interdisciplinary approach to literacy development as it addresses developing writing, reading and oral language in the home and at school.

An integrated language arts approach to literacy development that brings early childhood perspectives on how children learn in pre-kindergarten though grade three, together with explicit teaching of literacy skills and strategies teachers need to make it all work. Pre-service and in-service teachers get a wealth of valuable information for making children active participants in the process of literacy development with this integrated approach to language arts. The book encourages teaching reading, writing, listening, thinking, and viewing at the same time, using each skill to develop the others, and discusses both constructivist problem-solving teaching and more explicit systematic instruction. Through both theoretical and research-based rationales, plus extensive practical applications, renowned author Lesley Mandel Morrow presents literacy development as an active process between children and adults to create meaning and real purpose–and helps pre- and in-service teachers grasp the scope and complexity of early literacy development. This comprehensive, balanced approach to literacy teaching and learning covers oral language development, word study, phonological awareness, phonics, comprehension, listening and writing. The reader is provided with a complete picture of early literacy development.