Cultural Connections RI. 3.7
RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Essential Standard and Clarifying Objectives: 3.E.1 - Recognize the major components and patterns observed in the earth/moon/sun system. 3.E.1.1 - Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, Science Integration and many moons and the earth is the third planet from the sun in our solar system. 3.E.1.2 - Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same. Allow African American males to read and research text related to the above Science topic including reading and learning about African American male astronauts.
Suggested Text: Reading Ron’s Big Mission by Rose Blue The Moon Book by Gail Gibbons What Makes Day and Night (Let's-Read-and-Find-Out Science 2) by Franklyn M. Branley The Best Book of Spaceships by Ian Graham Astronauts by Scholastics African American male students can write about what they think it might be like to travel to the moon. African male students can also write about how learning about famous African American astronauts inspired them. Writing African American male students can write a story, comic, or book and include illustrations that contribute to what is conveyed in the story. African American male students can write about how the illustrations contribute to what is conveyed in a story. African American male students can watch videos about outer space. African American male students can read with the support of the teacher, articles about famous African American astronauts – Mae Jamison; Dr. Mae Jamison; Ronald McNair; Robert Henry Lawrence; Guion Bluford; Bernard Harris; Dr. Technology, Art, Music Ronald E. McNair; and Michael Anderson. African American male students can watch the take-off of Space Shuttle Atlantis. African American male students can view videos about the moon and sun. African American male students can view 1st black astronaut. African American male students can view kid interview astronauts of space shuttle Endeavor.
Effie McMillian, Supervisor Early Literacy Project for Diversity Office of Guilford County Schools
Cultural Connections RI. 3.7
African American male students can use an interactive Space website. African American male students can view videos of space travel from the Smithsonian Institute. African American male students can create or include illustrations and/or text features that contribute to what is being conveyed in the story. African American male students can create illustrations and/or text features for a favorite book, chapter, or part of a book/story that has no illustrations. African American male students can collaborate with the art teacher to add illustrations and/or text features to their piece of writing. African American male students can add or suggest illustrations and/or text features that would enhance a book that he is reading. African American male students can create a story board to plan their story and illustrations and/or text features that will be included. African American male students can explore other technology to publish their writing or other works at https://sites.google.com/a/uncg.edu/technologyexploration/4-weebly. Teachers can provide opportunities for African American male students to discuss the role of African Americans in astronomy and space travel. African American male students can express within small groups how learning about famous African American astronauts Speaking and Listening inspired them. After watching the video of Guion Bluford, African American male students with support from the teachers can write questions that they would have asked if given the opportunity to meet him or another famous African American astronaut. Word Study Teachers can use authentic Realia to introduce unfamiliar words when applicable to African American male students. Realia are tangible, real objects and are useful in helping African American male students make the real life connection between the object and word meaning. This in turn builds their vocabulary as it relates to reading, writing, and speaking. The building of African American male students’ vocabulary has a direct impact on their literacy proficiency. Word Study African American male students can dramatize vocabulary. Dramatization helps clarify and allows African American male students demonstrate the meanings of words by indicating experiences associated with the words. African American male students can create poems, raps and songs that promote words and word meanings. African American male students can create visuals which depict the meaning of word(s). African American male students can access and utilize the IPAD App, “Songify” or AutoRap.” Students would speak a word and its meaning into the app. The app will then create a song or rap of what was recorded. Effie McMillian, Supervisor Early Literacy Project for Diversity Office of Guilford County Schools
Cultural Connections RI. 3.7
Additional Suggested Culturally Relevant Text and Resources Guide to AA Children’s Books about Boys: http://www.scribd.com/doc/37141258/Black-Books-Galore-Guide-to-Great- African-American-Children-s-Books-about-Boys (this link provides a sampling of the book) You Tube: www.youtube.com/ (There is a free you tube video downloader on line that allows you to download you tube videos to a data stick in order to be able to use in your classroom.) Reluctant Readers: http://newsletter.schoolbox.com/2010/03/10/books-for-reluctant-readers-part-i-kindergarten-second- Additional Resources grade/ Tumblebooks – This site offers story books that students can listen to or read independently as well as videos; nonfiction texts, puzzles, games, etc. Children Story Books – This site offers several children books that students can read online. Speakaboos – This site provides multiple books which are read aloud online. Fablevision – This site provides an online web comic on The Adventures of Sticky Burr by John Lechner RIF – This site provides read along online stories. Hip Hop Speaks to Children: A Collection of Poetry with a Beat by Nikki Giovanni (suggested for grade 3 and up) Poetry for Young People by Langston Hughes (suggested for grade 3 and up) My People by Langston Hughes and Charles R. Smith, Jr. (suggested for grade Kindergarten and up) Soul Looks Back in Wonder by Tom Feelings Honey, I Love and Other Love Poems by Eloise Greenfield The Block by Langston Hughes (appropriate for 5th grade students) Poetry Anthology Night on Neighborhood Street by Eloise Greenfield – This book of poetry is most appropriate for grades K-2. Suggestions Honey, I Love by Eloise Greenfield – This book of poetry is most appropriate for grades K-2. Pass it On by Wade Hudson
Spin a Soft Black Song by Nikki Giovanni The Random House Book of Poetry by Jack Prelutsky I Like Being Me: Poems for Children About Feeling Special, Appreciating Others, and Getting Along by Judy Lalli M.S. and Douglas L. Mason-Fry The Best Part of Me: Children Talk about Their Bodies in Pictures and Words Wendy Ewald I, Too, Sing America: Three Centuries of African American Poetry by Catherine Clinton Words with Wings: A Treasury of African American Poetry and Art by Belinda Rochelle
Effie McMillian, Supervisor Early Literacy Project for Diversity Office of Guilford County Schools
Cultural Connections RI. 3.7
Poetry for Young People by Maya Angelou The New Kid on the Block by Jack Prelutsky My America: A Poetry Atlas of the United States by Lee Bennett Hopkins The Diane Goode’s Book of American Folk Tales & Songs by Ann Durell and Diane Goode A Child’s Garden of Verses by Robert Louis Stevenson Poetry for Young People by Robert Frost Poetry for Young People by Emily Dickinson Love to Langston by Tony Medina A Children’s Book of Verse by Eric Kincaid Hip Hop Speaks to Children: A Celebration of Poetry with a Beat Edited by Nikki Giovanni Ashley Bryan’s ABC of African American Poetry by Ashley Bryan Fly with Poetry: An ABC of Poetry by Avis Harley Guyku a Year of Haiku for Boys (ebook) by Bob Raczka Sports! Sports! Sports!: A Poetry Collection selected Lee Bennett Hopkins Words with Wings: A Treasury of African American Poetry and Art by Belinda Rochelle Additional Strategies to Support African American Males Howard Gardner’s Multiple Intelligences Understand each child’s learning style and tap into this strength when planning and providing instruction Allow for student involvement One way students can feel like a valuable member of the classroom is by allowing the student(s) to choose their work sample(s) to be displayed. Allow the student(s) to assemble the work into a display (i.e. bulletin board). The student(s) Additional would be responsible for building the display, managing the display, and on-going maintenance. This involvement allows Strategies the student(s) to reflect on their work and affirms a sense of competency. Creating this display also gives the student(s) practice in individual and group decision making, provides the opportunity to learn from each other, and the student(s)will learn to appreciate the work of others. (Kortez, 1990) 2011 C.A.R.E. Guide: Strategies for Closing the Achievement Gaps -NEA Guide for Educators http://www.nea.org/assets/docs/CAREguide2011.pdf http://www.kurwongbss.eq.edu.au/thinking/MI%20Smarts/smarts.htm How are your students SMART? This website has Effie McMillian, Supervisor Early Literacy Project for Diversity Office of Guilford County Schools
Cultural Connections RI. 3.7
student surveys for finding out how students learn best. Once you find out how your students learn, strategies from the web site can be used to match their learning styles.
Effie McMillian, Supervisor Early Literacy Project for Diversity Office of Guilford County Schools