What are some challenges teachers might face when selecting quality multicultural children’s literature for classroom instruction? 

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The purpose of this assignment is to create lessons that use quality children’s literature as a foundation for the skill, strategy, or content you will be teaching. While some classrooms still rely on textbooks as the primary text source for content area or ELA instruction, many districts have made the move away from textbook-centered curriculum to a curriculum that is instead built on quality pieces of children’s literature.

 

For this assignment, create a reading-focused lesson plan that is based on quality pieces of children’s literature meant to enhance student learning while engaging all types of diverse learners.

 

Complete Parts 1 and 2 below.

 

Part 1: Lesson Development 

Develop your lesson plan using the . Include the following components in your lesson place:

1. Central Focus of Lesson

· Choose a K–8 grade level for your reading-focused lesson.

· Select a quality piece of children’s literature.

· Your selected book must be considered a multicultural text. See pp. 22–32 in Literature and the Child for information about choosing quality multicultural literature.

· Your selected literature must be the focal point of your lesson. For example, it cannot just be part of the assessment piece that students complete at the end of the lesson; it must be used within the lesson to teach the objectives of the lesson.

2. Learning Objectives

· Write at least 3 objectives for your reading lesson.

· One of the objectives must address an element(s) of multicultural education.

3. Materials

· A list of materials, including the book you plan to use to teach the lesson

· A plan for technology integration (i.e., for research, instruction, practice, assessment, or any adaptive or interactive devices)

· Individual or group supports (any additional support(s) to engage diverse learners)

4. Instructional Approach

· Prior knowledge to get students excited about the lesson and to help them make connections with prior learning

·  Instruction (I do)

· What are the step-by-step procedures that you will model in the instructional portion of this lesson?

· Guided Practice (We do)

· What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?

· Independent Practice (You do)

· What learning activity will the students do individually that allows them to practice and apply what they have learned?

· Supports

· What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).

· How will you modify your teaching to facilitate the academic achievement of students from diverse, racial, cultural, gender, and social class groups?

· Closure:

· How will you end the lesson (e.g., culminating activity or task)?

· Assessments

· Create 1 formative and 1 summative assessment for your reading lesson.

 

Part 2: Reflection 

Write a 150- to 200-word reflection on the process you took to select and incorporate multicultural children’s literature into your reading lesson plan. Consider the following questions:

1. What are some challenges teachers might face when selecting quality multicultural children’s literature for classroom instruction?

 

KEY TAKEAWAYS BEFORE ATTEMPTING THIS ASSIGNMENT

What are some challenges teachers might face when selecting quality multicultural children’s literature for classroom instruction?

Introduction

When it comes to choosing quality multicultural children’s literature for classroom instruction, teachers face many challenges. They need to understand their students’ needs, and then select the right books. Here are three primary challenges that teachers face when selecting quality multicultural children’s literature:

How do you know which books are appropriate for multicultural students?

The first step in selecting quality multicultural children’s literature for classroom instruction is to know what your students need. It’s important to understand the different types of learners, their interests and learning styles, their language proficiency levels, and so on. These factors will affect how you select quality multicultural children’s literature for the classroom.

It can be difficult to determine what books your students need if they haven’t been exposed to many different kinds of books at an early age (or even at all). If this is the case for your class or subject area(s), consider purchasing some classic titles from publishers like Scholastic or Penguin Random House Children’s Books that have been around for decades—these are often well-known classics with universal appeal among readers everywhere regardless of race or ethnicity!

What are the primary challenges to selecting and implementing quality multicultural children’s literature for classroom instruction?

  • Finding books that are appropriate for multicultural students.
  • Finding books that are appropriate for the grade level.
  • Finding books that are appropriate for the subject matter and content area of your class.
  • Finding a teacher’s style that will work best with your students’ needs, interests, and learning styles.

What strategies have been used successfully by teachers to mitigate these challenges?

Teachers should be aware of the diversity of their students, families, cultures and countries. They must also be conscious of the fact that certain cultures are more open to certain books than others.

Teachers can mitigate these challenges by ensuring that they have an understanding of what is being taught in multicultural literature classes and how it relates to all learners in school. This will help them select quality multicultural children’s literature for classroom instruction by providing them with relevant tools such as a database containing information about each book (e.g., genre or topic), value analysis scorecard which indicates whether or not content meets standards set out by NCCLD (National Council on Communication Disorders) or state curriculum requirements (e.g., Common Core Standards).

Teachers need to understand their students’ needs, and then select quality multicultural children’s literature.

Teachers need to understand their students’ needs, and then select quality multicultural children’s literature.

There are many challenges that teachers may face when selecting quality multicultural children’s literature for classroom instruction. These challenges include:

  • Knowing how to identify the needs of your students (e.g., age level, gender).
  • Knowing how to meet those identified needs (e.g., books with pictures or stories about people different from yourself).

Conclusion

It is important to remember that no book is ever going to make a student feel comfortable or confident. Every child learns at their own pace and level. So when we talk about selecting quality multicultural literature for classroom instruction, it is not about the books themselves but rather about working with each child’s needs and abilities in order for them to succeed academically and socially

 

 

Compile your lesson and reflection into a Microsoft Word document or zipped file.

 

Submit your assignment.

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