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Classroom Close Up
An Interview with Eric Litwin
conducted by
Young Fans of Eric
I started adding music and movement to engage children, then they started to read and comprehend
Allowing students to self-select texts for independent reading is also critical for creating an environment that embraces the joys of reading. Students must be provided equitable access to texts that allow them to read leisurely and apply literacy skills taught previously by teachers. For example, content area teachers can choose to immerse English learners with books in their native language, giving readers a chance to build literacy and facilitate the acquisition of a second language.
Social Justice and Equity
Part of our joy for teaching and learning can also be seen through our sharing of relevant and authentic literacy experiences with classmates, relatives, and various audiences. To begin the heavy-lifting around this worthwhile work, teachers can select texts that students can connect with. This is an essential first step in creating curriculum that is accessible to students. More importantly, text selections must be varied enough to give learners of all reading levels a selection of texts best-suited to their skill set and individual needs. This is true for all students, including English learners; and, while it is our belief that access to appropriate instructional materials should guide one aspect of our instructional planning, we also know that student interest and inquiry will often foster student motivation and engagement around more challenging and complex texts that are either self-selected by students or assigned by the content-area teacher. To balance both purposes, students must have access to rich classroom libraries that tell students “we value you as readers and writers and this is the class where you will thrive.” Students need to see their lives and experiences reflected in the texts across all content areas.
Commonly referred to as “Windows, Mirrors, and Sliding Doors,” the work of Rudine Sims Bishop (1990) reminds us that students will often have experiences that require taking on different perspectives and views. In other instances, literature will self-affirm what students already know about their own lives, like a reflection staring back at the reader. When it comes to “sliding doors,” ask yourself: how am I cultivating instruction so that my students can experience stepping into a new real or imagined world to feel a sense of belonging? We assert that the place to start would be to ensure that students are seen in the texts and curriculum across content areas.
Allowing students to self-select texts for independent reading is also critical for creating an environment that embraces the joys of reading. Students must be provided equitable access to texts that allow them to read leisurely and apply literacy skills taught previously by teachers. For example, content area teachers can choose to immerse English learners with books in their native language, giving readers a chance to build literacy and facilitate the acquisition of a second language.
Social Justice and Equity
Part of our joy for teaching and learning can also be seen through our sharing of relevant and authentic literacy experiences with classmates, relatives, and various audiences. To begin the heavy-lifting around this worthwhile work, teachers can select texts that students can connect with. This is an essential first step in creating curriculum that is accessible to students. More importantly, text selections must be varied enough to give learners of all reading levels a selection of texts best-suited to their skill set and individual needs. This is true for all students, including English learners; and, while it is our belief that access to appropriate instructional materials should guide one aspect of our instructional planning, we also know that student interest and inquiry will often foster student motivation and engagement around more challenging and complex texts that are either self-selected by students or assigned by the content-area teacher. To balance both purposes, students must have access to rich classroom libraries that tell students “we value you as readers and writers and this is the class where you will thrive.” Students need to see their lives and experiences reflected in the texts across all content areas.
Commonly referred to as “Windows, Mirrors, and Sliding Doors,” the work of Rudine Sims Bishop (1990) reminds us that students will often have experiences that require taking on different perspectives and views. In other instances, literature will self-affirm what students already know about their own lives, like a reflection staring back at the reader. When it comes to “sliding doors,” ask yourself: how am I cultivating instruction so that my students can experience stepping into a new real or imagined world to feel a sense of belonging? We assert that the place to start would be to ensure that students are seen in the texts and curriculum across content areas.
Word walls were used in order to collect codes used to analyze surveys conducted by English Learners and American-born students regarding integration among both communities.
Materials are organized for the “Bienvenidos Book Club,” an inclusive book club for reflecting on the unique experiences immigrants, their families, and children bring to our diverse school communities.