Inclusive Texts in Elementary Classrooms
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A01=Aimee Papola-Ellis
A01=Amy J. Heineke
academic learning
academic standards and curricula
Age Group_Uncategorized
Age Group_Uncategorized
Author_Aimee Papola-Ellis
Author_Amy J. Heineke
automatic-update
Balanced literacy
Category1=Non-Fiction
Category=CFC
Category=JNF
Category=JNFD
Category=JNFR
Children's literature and elementary school
cognitive processing in elementary school students
community involvement and elementary school instruction
COP=United States
countering stereotypes in literacy instruction
Critical literacy instruction
CRP
CSP
Culturally relevant pedagogy
Culturally responsive practice
Culturally sustaining pedagogy
Delivery_Delivery within 10-20 working days
disability and diverse students
elementary student identity formation
elementary teachers and authentic texts
emergent bilingual
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnicity and teaching reading
expanding worldviews
focal texts
funds of knowledge
gender and student identity
global mindedness
home school partnership
inclusive mentor texts
interactive read alouds
language development
Language_English
learning goals
math in elementary school
minilessons
Multicultural literature
PA=Available
parental involvement with school
Price_€20 to €50
professional development and elementary school teachers
PS=Active
race and literacy instruction
Reading instruction
reading motivation
resource libraries
science instruction in elementary school
small group guided reading
social studies and elmentary students
social-emotional development
sociocultural consciousness
softlaunch
student eng
student engagement
teaching and high-quality texts
teaching STEM in elementary school
text sets
units of study
Product details
- ISBN 9780807766460
- Weight: 268g
- Dimensions: 158 x 228mm
- Publication Date: 13 May 2022
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Learn how to put children's diverse and storied experiences at the center of the curriculum. Schools are more diverse than ever before, but the texts and materials that typify classroom curricula continue to prioritize so-called mainstream stories and perspectives. These canonical texts often exclude the nuanced identities and rich lived experiences of the very children sitting in today's classrooms. But kids thrive when they see themselves in texts and learn about the world around them by connecting with the experiences of others. Based on the authors' work with elementary school teachers over the last decade, this resource offers strategies for moving away from canonical texts. The authors present a four-part framework for selecting, using, and engaging students with texts that promote children's identity development, literacy engagement and comprehension, and learning across the content areas. The practical text provides guidance for setting learning goals that align with relevant standards and curricular directives, as well as classrooms examples, teaching strategies, and reflective questions.
Book Features:
- An actionable way for teachers to move from theory to practice, using what we know about culturally relevant practice and critical literacy to create instruction that enhances children's classroom experiences and learning.
- An inclusive and intersectional approach that supports all teachers in enhancing their classroom libraries and curricular resources for the benefit of all students.
- Specific ideas for texts and authors, as well as more generalizable themes and ideas that will guide future exploration and use of texts in classrooms.
- Tangible strategies and rich classrooms examples from 20 expert teachers spanning diverse elementary school settings.
- Reflective questions to help practitioners personalize the content to their own contexts.
Amy J. Heineke is a professor of multilingual teaching & learning at Loyola University Chicago. Aimee Papola-Ellis is an associate professor of reading and literacy at Loyola University Chicago.
