Consider adding these titles by Native authors to your home or classroom library. Not only will they uplift Native voices and stories, but they will also give kiddos—and adults—access to new points of view and perspectives.
For those of you upset about literature being dropped from the English curriculum, you might want to read this lovely piece written by my friend, Carol Jago. She knows something about the teaching of literature and I think you’ll find her insights helpful.
A middle school reading coach asks if it is important for African American children to read African American literature. Alfred Tatum, author of Engaging African American Males in Reading, shares his thoughts.
David Bruce Smith discusses the expanding canon of adolescent literature that has opened windows to a broader perspective and begun to mirror the diversity within adolescent readers.
For those kids who need basic decoding instruction, targeted interventions are important. But for the others, teach reading using the books those students need to read in their other classes. That approach simultaneously builds reading skills, improves content learning, and increases academic confidence.
This three part blog will walk you through common underlying causes of what I like to call the Reluctant Reader Syndrome (RRS) as well as strategies to kick it to the curb! We will look at a few strategies to build students’ confidence as readers find their stride.
Oral sharing and video and audio presentations have their place in the high school English curriculum. But it is a small place, so teachers need to be honest with themselves as to why they are using those approaches.
[I recommend] balancing the needs for sustained attention and stamina and the possibility of exposing kids to some really great novels against exposing kids to a broader and more varied experience with elements of literature, literary works, and racial, ethnic, and gender sources.
Having classes/groups of students read common texts with teacher scaffolding is a good idea, whether we are talking about the reading of a short story in an English class or a chapter from a science book. They can promote mature interpretations of particular texts or the development of comprehension strategies.
