Teen Books on Social Justice

Teen Books on Social Justice

by | Oct 28, 2020 | Booklists, Educators, Parents

With racial injustice and social turmoil brought upon Black Americans, it is our hope that these books can provide clarity, inspiration, and better understandings. There is no ignoring what has occurred to George Floyd, Breonna Taylor, Ahmad Berry, Emmet Till, and the thousands of other African Americans who have had their lives shifted due to racism and inhumane ideologies. For centuries, leaders and other unspoken heroes have spoken out. Thankfully, in 2020, more and more books are being produced so that narratives and experiences are not forgotten. Specifically, learn from these leaders so that the historical trauma does not continue to transpire for future generations.

A suggestion on building comprehension when youth are reading these books. Ask questions for building understanding:

Building Connections Reading Strategy: What does this remind you of?  What is happening in this book that is similar to experiences today? Is there another book with a similar setting? Tell me about an experience that is similar?  

Real World Vocabulary: First Amendment, Freedom of Speech, Peaceful, Protests, Freedom of Assembly, Civil Rights Movement, Justice, Vote

Below is a list of books focusing on historical and present day experiences.

 

HISTORY OR BIOGRAPHY BOOKS

 

1. March, Trilogy, by John Lewis and Andrew Aydin 

This trilogy of March is a visual biography about John Lewis’ beginnings and rise to challenging racism and social justice. He was a president of the SNCC (Student Non-Violent Coordinating Committee) where he believed nonviolent protests would make a change. Book One discusses Lewis’ his upbringings and his fire for public speaking on his family farm. Book Two displays the organizations of the protests and how the March on Washington came to be. Book Three highlights details about stories that were national headlines such as: Selma, the organization of the Mississippi Freedom Democratic Party, the signing of the 1965 Voting Rights Act, the assassination of Malcom X, and even his experience of his travels to Africa. A highly emotional book, but places the glue so that the reader can see connections from the past to the present.  


2. Sit-in, by Andrea Davis Pinkney

“Practicing peace while others showed hatred was tougher than any school test.” This book highlights the young men who were frustrated with living in a segregated society and community. David, Joseph, Franklin, and Ezell sat at the lunch counter at Woolworth’s in 1960 and days on end as a form of protesting to live a nation freely. Their sit-ins inspired thousands of other college students to participate as well. You can find much more if you research Ella Baker who was one of the founding members of the Student Nonviolent Coordinating Committee.

 

3. What Do You Do For a Voice Like That? By Chris Barton
The Story of Congresswoman Barbara Jordan 

This biography story highlights the key parts of Ms. Barbara Jordan’s life. She was born in 1936 where Jim Crow, rebuilding of black communities, and coming out of America’s economic downfall. Jordan always had a knack for speaking. Her education involved legal studies, but she wanted more than that. So after running three times, Jordan became the first African American state senator since 1883, and the first black woman elected. “She delivered, battling to protect the rights of Mexican American voters and others against discrimination.” Barbara Jordan served our nation so that others could be free by using her voice.  

 

 4. Malcolm Little, The Boy Who Grew Up to Become Malcom X, by Ilyasah Shabazz

Malcom X’s daughter writes intimate details on how Malcom X’s early upbringings. The humanity and lessons of Malcom X’s mother and father are displayed. His father studied Marcus Garvey and spoke out at rallies about social justice. His father built his house, and worked hard to care for the entire family. Little’s mother believed in the power of literacy where she read to her children, taught them how to garden, and educated her children at home about morals and values. This story unpacks Malcom Little’s life from when he was a young boy to a high school adolescent. This story displays the life that made him who he was. 

 

 5. The Oldest Student, How Mary Walker Learned to Read, by Rita Lorraine Hubbard

Mrs. Mary Walker lived a full life. She was born in 1848 as a slave. At 15 years old, she was free. But as you know, free slaves were still oppressed for at least 100+ years. So the work that she did most of her young life was a cook, and cleaned homes. Walker’s life started off dark, but it grew brighter as she aged. She raised 3 boys of her own. She was a faithful member of her church. For more than 100 years of her life, she still could not read. At the age of 114, Mary was determined to read. At the age of 116, Walker read! She was featured in highly acclaimed magazines. She received recognition from her city and even the President of the United States. One of her most memorable gifts was that she was given her first airplane ride. Walker believed, “You are never too old to read.”

6. Roll of Thunder, by Mildred D. Taylor

The author writes, “I have tried to present a history of my family as well as the effects of racism, not only on the victims of racism, but also on the racists themselves.” This story was published in 1976.  This story discusses important truths on how Black people lived in the Deep South and the direct effects of racism. 


7. Light It Shine, by Andrea Davis Pinkney

Learn about the lives of Sojourner Truth, Biddy Mason, Ida B. Wells-Barnett, Mary McLeod, Fannie Lou Hamer, Shirley Chisholm, and a few others. Pinkney shares narratives about these heroic women who shifted the narrative of the roles of Black women in America’s history.

 

 8. One Crazy Summer, by Rita Williams Garcia

Delphine and her sisters are spending the summer in Oakland, California, 1968. She is witnessing conversations, discussion, and strategies of the Black Panther Party Movement during the summer of 1968. Delphine and her sisters are fed during the Panther’s Free Food program. She had good times, but just like other leaders she witnessed members being thrown into jail or murdered by the police. She learned the Black Panther Movement was to free the minds of Black people and to unite them. Author Garcia brings an innocent view of a party that shifted the narrative for the oppressed living in America.

 You can learn more here on history.com about the Free Food Program. 

9. Superman Smashes the Klan, by Gene Luen Yang

A graphic novel displaying the lives of Asian Family (Tommy & Roberta), Superman, and Chuck (Ku Klux Klansmen son) in 1946. This book has multiple stories taking place: Superman learning about how he was brought to Earth, the racism Tommy and Roberta’s family face for being Chinese, and gatherings of the Ku Klux Klan. Yang provides historical context at the end on how Blacks were targeted post slavery, and how Chinese immigrants and allies were targeted by Klansmen.


TOPICS ABOUT JUSTICE AND RACIAL EMPOWERMENT

10. Woke, A Young Poet’s Call to Justice, by Mahogany L. Browne

A collection of poems by Ms. Brown, Elizabeth Acevedo, and Olivia Gatwood Brown writes, “To be WOKE is to understand that equality and justice for some is not equality and justice at all. We must stay alert. The concept of being WOKE has always been a compass for community leaders and members.” These wordsmiths wrote heart-felt poems to activate the minds for our youth about social justice challenges. My favorite poem is “A Me-Shaped Box.” I love how it justifies how our world is filled with people living in boxes: houses, cars, shoeboxes, placing letters, and even imaginary boxes. The authors encourage readers to live without boxes so that stereotypes dissolve. 


11. Say Her Name, by Zetta Elliott
Poems to Empower

Say Her Name draws inspiration from modern-day events as well as historic events written from the 1960s and 1970s to address the lives of Black people. Elliott conquers bold ideas and philosophies into this book of her own poems. A teenage girl or boy can read this text to deepen their understanding on how our society came here. “Say Her Name” integrates national and international racial challenges inspired from The Black Panther film, Ida B. Wells, Black Feminists, Martin Luther King, James Brown, Phyllis Wheatley, incidents such as Trayvon Martin and so many others. Reading this book of poems with an understanding on the background of many of these poems so that one can research more. 

 

12. The Undefeated by Kwame Alexander, Illustrated by Kadir Nelson

 The Undefeated is a picture book spoken of the unspoken and spoken African Americans. Illustrator Kadir Nelson showcases individuals from slavery, Civil War, Reconstruction, Peaceful Protestors/Activists, Athletes, Artists, and many more. The images and text support one another to welcome the visual and written narrative of Black people from history. 

 

13. Something Happened in Our Town, Written by Marianne Celano, Marietta Collins, and Ann Hazzard
A Child’s Story About Racial Injustice

A Realistic Fiction text on how families (1 white, 1 black) discuss the social unrest of Black Americans. Their notes detail, “This book provides messages of empowerment and positive community support, which help children to maintain a sense of balance and safety in our imperfect world.” The conversation is viewed through one family’s eyes and another. Take this book as a guide on how and why things are occurring in our present-day.

 14. We Rise, We Resist, We Raise Our Voices, Edited by Wade Hudson & Cheryl Willis Hudson

 A conglomeration of poems and stories written by diverse authors and wordsmiths. This book features approximately 52 wordsmiths who share positive messages, experiences, and empowerment so that youth can see one another beyond the stereotypes. The selections of these text include titles such as “All Nations Are Neighbors and I Wonder,” “The Art of Mindfulness,” “Find A Friend,” “A Talkin To.”

15. Take the Mic, Edited by Bethany C. Morrow

Topics that are complex and large are broken down into realistic fiction stories and poems. Authors discuss their experiences regarding Ancestral lands and heritage, Gentrification of Spanish, Black Lives Matter, Muslim heritage, Immigration, gender, LGBTQ, home & place, and more. If you want to have a young reader learn about experiences from a variety of individuals, then Take the Mic has a multitude of stories. 

Reading Guide

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Learnings from Trinidad & Tobago Educators

Learnings from Trinidad & Tobago Educators

by | Oct 23, 2020 | DEI Instruction, Educators

Trinidad & Tobago Training: Learnings & Reflections 

How We Can Learn From One Another Ending Cultural Opposition & Biases

 I had the honor of visiting Primary (Elementary) and Secondary (High School) schools in Trinidad & Tobago in 2019. Educators on their beautiful island shared similar challenges and experiences that other educators face here in the United States. My biggest take away was that educators living on the island needed a better hardware infrastructure, faster Wi-Fi, and cohesive educational leadership. 

From the culture, I enjoyed eating Roti every day in Trinidad. I asked over 25 residents on the island what their favorite thing on the island was, and I was told the food. It was true the kinds of food that I ate was unique and authentic to their island. The parts of the island where I stayed exhibited clean air and water where the clean air blew strongly each day. Their island respects the environment and I was amazed how many stores did not allow customers to leave with plastic bags. I also learned that Trinidad is the bigger island and Tobago is the smaller island where they are governed by the same entity which is why they are called Trinidad & Tobago. What fascinated me was that there is a large Indian population because Indians were sent to work as Indentured laborers in Trinidad & Tobago on May 30, 1845. Now, they celebrate their arrival as Indian Arrival Day on May 30th each year. This change implemented a culture that makes Trinidad a melting pot of many people or persons. 

 In the schools, some classrooms and hallways had no walls allowing the continuous fresh breeze to be felt. You could hear and Soca music any time throughout the day. Walking in the courtyard, I saw palm trees and fruit plants right next to us.  For school governance, I learned that some schools were governed by their Ministry (government) and many other schools were Private. Private schools and government run schools had similar funding challenges. The teachers had an internal drive where some shared, 

 I was excited to see the diversity in ages and ethnicity amongst the educators. There were African teachers, Indian teachers, principals, and administrators. Most importantly though, they considered themselves as Trinidadians. They did not consider themselves as Black teachers, or Indian teachers as what we hear in the U.S. 

The racism and hatred amongst the people did not exist during my time. I do understand though experiencing the culture for a longer time period would have given me a broader view of the dynamics and tensions. However, when I reflected on my experience above was that despite the internal unrest for education change. There was still a bond and a sense of community that I do not feel in the United States. 

 Right now, in 2020, America is faced with racism and white supremacy ideologies. The ideologies were stemmed from the desire to conquer, have economic power, and to strip down the souls of the ones they captured. These ideologies that were created by our ancestors affect us largely by a lack of knowledge and ignorance from one another. For example, where you might see someone stay a hurtful racist comment, or shout words that are highly unjust. Sadly of course seeing the malicious attacks of George Floyd and Ahmad Berry were stemmed from these systematic ideologies so that the muted voices, black and brown, and poor cannot be heard. 

 Trinidad and Tobago are haunted by slavery and impoverished neighborhoods. However, the historical deficits and racial ideologies on the island are being shifted where hope and unity were realistic. We can learn from Trinidadians and other international allies. Racism is not as deeply embedded in their culture. I was told the only time it comes out is during political arguments. However, for the most part, Trinidad and Toboggans live happily and strive to be better citizens. We can learn that living amongst one another, food, music, acceptance beyond tolerance of cultures can create change.

 On Trinidad and Tobago News Forums, ” In Trinidad’s history (distinct from Tobago’s), the episode of Emancipation was crucial in changing the character of the population of the island. For one, Trinidad became a magnet for the emancipated slaves of the other, older and more-densely populated islands, especially Grenada, St Vincent and Barbados. An estimated 10,278 of these West Indian immigrants came to Trinidad between 1839 and 1849, while between 1871 and 1911 about 65,000 immigrated. By 1897 there were about 14,000 Barbadians living in the island. The largest immigration, however, came from the importation of 143,949 Indian indentured labourers between 1845 and 1917.”

 I met dedicated, caring, kind, and brilliant teachers. Some educators started their own private schools, others wanted to find ways to revolutionize the island, and others just wanted a better way. What I loved was that the educators poured their heart out when I visited their schools to better learn and provide a solution for their challenges. Here is what some said. 

  • Would like the Ministry to effect the repairs so that the school could return to normal functioning.
  • Collaboration with stakeholders interested in literacy development is always welcome.
  • Provide a booth as the TUTTA teachers convention.
  • Planning a remedial reading program for students at different levels in the school.
  • More sharing of what works by actual practitioners in local classrooms too many teachers are skeptical of changing their practice, they prefer to stay in their teaching comfort zone and blame the students and their parents
  • The availability of resources and the experience of being immersed in a classroom which utilizes these techniques so I can use that lived experience to apply to my classes.
  • I would like guidance and assistance to connect with international companies to receive materials for my students for use within the classroom.
  • The provision of resources (books, charts etc.) that would enhance the teaching and learning experience. Also, more training sessions to keep persons informed.

 

 

Discussing racism and equity in the classroom

Discussing racism and equity in the classroom

by | Oct 16, 2020 | DEI Instruction, Educators

I interviewed three educators to gain their perspectives on how other educators can discuss equity and race in their own classrooms. You can connect with each of them through their social media platforms. 

  • Crystal Everett @CrystalCalledit (Twitter)
    Real World Learning Coordinator, Kansas City Public Schools
  • Akiea Gross @wokekindergarten (Instagram)
    Former New York Educator, Founder Whole Kindergartener, Coaching Manager 4.0 Schools, Adjunct Professor Hunter College
  • Dr. Khalil Graham (LinkedIn)
     Executive Director Dallas Charter Schools
     

What is Your Experience?

CRYSTAL

My role as the Real World Learning Coordinator for KCPS is administered in our career and technical education department.  My office is inside of Manual Career Technical Center and we have different programs for real world learning. Our goal is to connect students to real world learning experiences, including internships. The regional goal laid out by the Kauffman Foundation is to have all high school students graduate with at least one market value asset by the year 2030. My role as Real World Learning Coordinator is to cultivate these experiences.

What is Career Technical Education (CTE)?

Career and technical education provides students with an opportunity to gain skills and certifications that prepare them for the workforce directly after high school.  Students choose CTE because they want something hands on. CTE is a great fit for Real World Learning as industry recognized credentials are also market value assets.

AKIEA pronouns they, them, their

As an abolitionist within the institution of school. I have the freedom to dream of the possibility of a world without schools. If I believe education is liberation. What does that look like outside of schools? The experience of being in schools helped me understand why I had to get out. As a creator, I have a team called Women Amplify. Women Amplify’s black, queer, trans, and those who have muted voices. 

Once I left schools in 2018, I found a lot of my healing in music & the arts. I was able to reimagine liberation. I was able to approach my work with an open mind.

What is an Abolitionists? 

I think we have the ability to see beyond the harm. Abolitionists are the freedom dreamers. We are able to see beyond the confines on what we have been indoctrinated in. We are the people who can be the destroyers and creators. We are not afraid to burn it down and build it up. I think of myself as a freedom dreamer, creator, and as a healer.

KHALIL

I have been a career educator. I started as a school teacher in high school and elementary. I moved into leadership as a school leader with middle schools in African American Communities. For the last two years, I have been providing leadership development where I supported new school principals on developing their skill sets. Currently, I am the founding Executive Director of a charter school network focused on STEM. Our students primarily live in low income communities where we eventually want schools at full scale across the city.

Why start a Charter School Network? 

Every kid deserves a chance to learn and every kid deserves a kid a chance to be successful. 

I have always been motivated by wanting to have a greater impact believing that we can educate great citizens and great scholars. Schools are an institution, and not just a single entity. I have been looking at the grand plan where we can create change in the sense of community through education. [I chose this community because] our lowest performing schools are happening in the southern states when you research. Specifically, South Carolina has a history of students underperforming and not meeting state standards. I heard stories of families looking for change and other opportunities for those options to grow. We want to create career and college readiness. Additionally, being able to put job cultivation and higher education at the forefront is a dire need. 

What current challenges do you face?

CRYSTAL

This has been my challenge of finding those teachers who want to enhance their student’s experience. This role as the Real World Learning Coordinator is brand new to KCPS and I started my role in October.  This year it is about finding those teachers who want to be engaged and who want to provide real world learning experiences. I don’t think we can do a lot of things without teacher’s buy in. In general, I think teachers want Real World Learning. It is my job to make these experiences easier by coordinating field trips, ordering buses and completing registration for experiences as needed. I need to help make it easier for them or find mechanisms to help them know about these different opportunities outside of their building.  This will look different moving forward, but I hope to assist teachers and not create additional burdens to providing necessary and innovative approaches to education.

AKIEA

People need to understand schooling and education.

Schooling is indoctrination. It is a product of colonization. When they came over and created boarding schools, it stripped people of their culture. We have to shift our language. Language perpetuates harm & ideology. Once we uphold that we can exist beyond those confines. It is getting back to how our ancestors do it. Then that is where unlearning is back to the roots. It starts with deep dives of our history. Many museums have been putting it [our history] online. Learning of our own history will take us back to our roots.

Education is liberation. Education is our roots. We need to create a new ecosystem of community care; an ecosystem of self-learning. The best education is from elders, colleagues, and friends. We need to envision ecosystems of community care where it looks like communal learning. Communal care is not confined to four walls. 

KHALIL

There are a couple things. For one, there is a resource allocation anytime in education. Whether they are a school, nonprofit, or higher ed. You find yourself being stretched thin meeting multiple needs day-to-day. Externally, schools are trying to create a strong bond with the community where school trust has to be built without having the savior mentality. 

Secondly, honing in on fundamental skills for teachers teaching and students learning. Meeting these demands, we see struggles; where many students are coming in with a multitude of gaps. It is pushing teachers to do what they do, scaffolding reading or math, expecting teachers to meet state standards, and building their competency on where their students are at. I am trying to build effective teaching strategies.

How can you initiate the conversation with other teachers about equity and race with their students?

CRYSTAL

I have been trying to find my space and voice in it.  Teachers need to have a better understanding of how systemic racism is built into the education system. It is not just the large conversation about defunding and police. It is also about the policies that are a part of the school district. Consider discipline, for example. Do you really need to call a police officer or a security officer to take the student out of class? What does it mean to write students up? What are some ways for relationship building so it does not escalate? I think they need to see those small things and small ways that racism is ingrained into our education system. It is just not a black person killed by the police. These are everyday things that are both subtle and blatant. They should recognize the journey our students are on, as well as this opportunity to empower them, despite their circumstances.

With systemic racism, there has to be a history lesson around KCPS (Kansas City Public School District) specifically. Those things are more apparent now. I am reading a book breaking down the desegregation case. Its goal of increasing student achievement by solely pouring money into school buildings was an utter failure. I have gone through training provided by human resources and there was little to no mention of desegregation efforts. I do encourage anyone with an interest in public education to read Complex Justice: The Case of Missouri v. Jenkins by Joshua Dunn.

AKIEA

Right now, people want to have conversations on all of those things. We have this condition to keep people comfortable. 

These feel like buzz words for white people: Diversity & Inclusion, and Equity. These words serve their own ego to make them feel safe & comfortable. Hiring all black teachers is not equity, that is not how it works. There is no such thing as equity. When we are talking with kids. We have to stop using terms such as bias. Real equity is that white people are seeding their power. If schools want to have equity, they are seeding their power.

The truth is looking at racism and trans-discrimination. 

It is about the message not just the content. We need to talk about what is being prioritized. If I can get a curriculum with black children, how are you even talking about it? You need to talk about the message. Two people could be reading the same book and the message might be different for both of them.

UNLEARN

My work is the unlearning of black and brown folks, and POC. My work is families first, and then educators, to unlearn the harm we have eternalized. White people should not be teaching black folks. My work censors children. I do this from a place of censoring black children. When black people are free, all people are free. White people need to hold themselves accountable for the harm they have caused.

I cannot teach anyone how to do anything without unlearning first. It is your responsibility to unlearn first. 

KHALIL

What we need to consider is how we build a sense of self with racial equity and power structures. A man might have different power vs. a woman. Also, a man of color has different power structures. People look at the surface level of slavery, gender, and equality. Once you peel back the layers of the traditional powers, then someone sees the sphere of influence. I hope we can help people to start their journey and then be open and moldable with that conversation where they want more research and more guidance. 

With a student I would advise the teacher to come in as a learner and the person without all of the answers. You should listen to students. 

I have pushed teachers to go above and beyond to build.

Rethink diversity, equity, beyond black history month, Latino history month. Pushing teachers to have an inclusive mindset when it comes to the students they serve. Rethinking the traditional thoughts around, how do we celebrate differences in general. Your students are different every day and you want to find ways to celebrate them. Celebrate them in the text that you select, the ways that you are teaching, or be shining a light. Teachers have to go outside of their comfort zones so that their classrooms can be seen as a safe space when their students come through their door.  What makes them unique and how can you celebrate those personal identifiers. Those identifiers are learning the history of the local neighborhood. Learning the fabric: institutions, people, and what is important, so you don’t come in with those biases and assumptions. Know the people you are going to serve. 

Suggestion on teachers being empathetic about uncomfortable stories from social media.

CRYSTAL

Teachers need to cultivate those safe spaces, understand and know what is going on. The burden shouldn’t be on Black people to educate others about history, systemic racism and injustice.  Teachers need resources, as well as the confidence to say, “I don’t know the answers, but I want to understand.”  I do believe one of the ways that teachers can demonstrate empathy is to build relationships with their students and earn trust.  

 AKIEA

Respond over react. We have to sit with it, call in from a place of love and empathy. Let’s call each other in. Support one another in our own healing. How can we call each other in, where we can actively and safely heal with one another. Learn more about abolitionists: 

  • Dr. Bettina Love
  • Angela Davis
  • Audrey Lord
  • Charline-Black Queer and Black Abolitionist

 Recognize and call each other in.

KHALIL

I always look at teachers being unbelievable communicators. I do not see it as our race framework nor our gender framework. When we feel uncomfortable, what’s the framework that we can use to talk about that? Some teachers have the morning huddle, where it is like an open mic to get their student’s heads engaged, and giving kids the opportunity to talk within a structure. Teachers can provide an avenue of support. Support does not always sit on the teacher’s shoulders. Teachers provide a gateway to another educator, counselor or someone else to provide a light. It is our job to help and process those things, create aligned pathways, to get what they need and to shine in the classroom. 

When these topics come up, I am a person of hope. The greater good can be achieved. Hope & Action can lead us where they want us to be. How to put actions behind their thoughts. Schools can be a great place in our country. 

Reading Graphic Novel March by John Lewis

Reading Graphic Novel March by John Lewis

by | Oct 12, 2020 | DEI Instruction, Parents, Reading Strategies

  • The Graphic Novel series: March displayed critical moments during the Civil rights era. 

  • John Lewis and the illustrator use the language and images to highlight the: Drama, Vocabulary, Comprehension, and Visual Literacy

The trilogy of the book March is a graphic novel written by the words of our former Congressman John Lewis. Making this a graphic novel illustrated shared the experiences from the SNCC (Student Nonviolent Coordinating Committee), sit-ins, punishments, integrations, and other civil rights activists such as A. Philip Randolph, Malcolm X, Martin Luther King Jr., Fannie Lou Hamer Classroom, and a host of others. The benefits of this book, March, in graphic novel form is that readers can see the joy, sadness, danger, and humanity of what the individuals experienced. Lewis leaves the pain and suffering in this book as well as the triumphs. You learn how his “good trouble” inspired other individuals to speak against the injustices that occurred to Black Americans. The humanity of this book was real where one could see the children who were hosed down, the police officers who lied in their offices, and the leaders who spoke to the United States President. The participants in the real life story were speaking out to become a part of America’s dream and freedom is what they demanded.

Below are a few examples on how a teen can comprehend the graphic novel March.

Graphic novels rely on the artwork to tell the story. When the author explains a type of action or scene, the artwork compliments. Graphic novels provide less words but more visual symbolism. Your eyes control what you are comprehending along with the words.

Dramatization

Graphic novels have word balloons, and sound words and motion. “Lines going diagonal indicate movement. When we see lines moving horizontally we feel safe because,” Molly Bang. If illustrations are close to the ground, then the reader visualizes a sense of stability. However when things move up, we feel like we are flying and moving away from the ground.

Example:
In Book One from March many of the boxes were horizontal. This is because the authors were sharing the back story of how John Lewis gathered the confidence to speak out. Additionally, the illustrator used full pages to demonstrate a new setting or a transition. There were very few diagonal lines and many of characters and objects flowed left to right. The dramatic scenes  occurred when John Lewis and other activists were thrown in jail. Dramatic scenes included slanted lines, and even hands twisted around the jail bars.

 

Comprehension

Visual artists use icons to illustrate their idea. If the icon is a car, dog, or cat, the reader has to determine the personality of the character, the type of car they want it to be. According to Scott McCloud, the icons he uses create concepts in someone’s head. When they read the picture they “give me life by reading this book.” Their understanding is becoming stronger because they are making a deeper understanding of the word clues and the visual cues correspond to it.

Example: Book Two March had multiple stories occurring. One story was John Lewis and the SNCC organizing in the 1960s, the other story was Barack Obama’s inauguration in 2009. This book’s point was to highlight the workings and actions of the sit-ins and peaceful protests. A pivotal story was displaying the March on Washington to get the attention to American citizens. John Lewis was able to speak, and in comparison so was Barack Obama because he was appointed the United States president. For the historical references, one can go back in time and view shape and size the radio, the 1960s model Greyhound bus, the corded telephone, and even the smoke from the violence. Even the faces of Dr. Martin Luther King and John Lewis were distinct, and one could see the anger and tensions on their faces from the illustrations. The frustrations and experiences of the student activists and many others were catastrophic, but they were still determined for a fundamental change. The words and images complimented one another to deepen the understanding of their human experience.

Vocabulary

Word usage and word font size and font changes breathe additional life into graphic novels. Bolded text emphasizes text versus plain text. This bolded text is emphasized so the author can guide you to what they want you to know. There are also instances of italicized words. You might have to pick and choose which graphic novel can expand your vocabulary.

If you read March, Book Three, one should be used to the different vocabulary usages. Common words were Demonstrators, Revolution, Agitator, Equality, Arrests, Segregation, Communist, Democracy, Voting, and Nonviolent. There are many words that display the complexities of that time. There were men and women signing all throughout this graphic novel, and whenever there was singing the words became cursive. Even when they quoted spiritual text or had to narrate a page, the words were visually different. This book needed words to elevate the images, and the images elevated the vocabulary.

Visual Literacy

The artistic elements of shadow, perspective, color, shapes, and layout combine to create stunning images in graphic novels. Artists who illustrate these images take careful planning on. Why is visual literacy important? According to Jon Sciezska, children’s author.” Kids today are wired and stimulated in different ways—they’re more visual.” Children view images on their tablets, cell phones, computers, video games, and the natural world. Children are constantly exposed to images, but they need to understand how to analyze what is going on in the image. They need to be taught how to visually understand.-author experiences can be inferred from viewing the character and sizes, artistic relates to understanding with an underlying message. Graphic novels and comic books are another form of media intended for visual interpretation.

So if you want to read a historical graphic novel, March, I encourage you to read it with your young reader. Yes the words in this book are sometimes difficult to comprehend, and images are painful. However, this is a part of America’s story. It is a story that displays the pain from decades before and decades after. Don’t just read the words, utilize some techniques above and read the images to understand their perspective and experiences.

If you would like to read the Trilogy of March Click Here

Strategies to Improve Reading Fluency

Strategies to Improve Reading Fluency

by | Nov 1, 2018 | Educators, Fluency, Parents, Reading Strategies

Strategies to Improve Reading Fluency Having a reader who is struggling can take time and has ups and downs. Have you heard, “Th, theee, ddooor is re real?” “Today Reggie decid to have a fun day. They plae with evvveryy.” If this sounds familiar where your child stutters or mispronounces a word is considered fall under the umbrella of fluency.

The example above would refer to the accuracy of words where the reader could not pronounce vowel sounds and certain ending sounds. Being attuned to your child’s reading needs can make a tremendous effort on how to recognize strategies and books that meet his or her needs. When attempting to help a reader, fluency is a skill that encompasses how fast a student reads, how accurate he or she can say a word out loud, and even expression.

From ILA, Reading Fluently Does Not Mean Reading Fast  “Reading fluency is necessary for comprehension and motivated reading, having been described as a bridge between early and later reading phases. “

“Once that doorway has been opened, students can begin to access meaning even though they must also be taught vocabulary and comprehension strategies.”

A fluent reader has the ability to see phrases and says the phrases with ease, and recognizes how the punctuation makes the story more expressive. You can more information about reading fluency on Reading Rockets. Reading is complex and as a parent or educator, it takes time to see your efforts grow. I wanted to share with you a few strategies that could support your child to read more fluently. As always try strategies more than once, and turn if your reader does not show engagement, then I encourage you to make learning fun. 

Grade Level Words Create or Purchase a set of flash cards. Each week practice having your child read those cards out loud. Make it fun. For example, turn them into a game of concentration, tape them to the wall and give a reward for completing the given task. 

Use Technology to Reinforce Word Learning Mobile Applications and web applications can be used to reinforce and support the learning of words. Fluent and non-fluent readers need exposure to new words on a daily basis. So giving them a way to learn the word parts, word meaning, word sound, and spelling could be truly beneficial so that their fluency is stronger. 

Encourage Reading Aloud As we all know, a good book is hard to find. But by reinforcing reading time for at least 20 minutes per day can build the stamina to read more. Specifically, as a parent or guardian, you can be a model. For example, when you are reading your book, your child should be reading alongside with you. Or have your child read out loud while you are making dinner, driving him or her in the car, and of course before going to bed. Give positive words to recognize how you feel about their progress. 

Voice Recording Another fun way is to use your phone or an electronic device and to record the reader. This will give your reader the chance to hear themselves and to even repeat the reading if desired. You can have your child read an entire page, chapter, section, or paragraph of a book. If your child makes mistakes, just point them out. 

Radio or Television Listening When Listening to the Radio, Online Streaming, or watching the television listen for key vocabulary words that you hear. When you hear words, then speak out vocabulary. When there is a commercial or advertisement, take a break from the show and think of new sentences or share ideas.

 

 

 

 

 

 

How To Tell A Comedic Story & Love Literacy

How To Tell A Comedic Story & Love Literacy

by | May 21, 2018 | Educators, Reading Strategies, Wordsmiths

I loved it when Mr. Clarence Lomax cupped his right hand around his nose and pointed towards the wall saying, “Mr. Lomax, to my office. I am going to call your mother.” At that moment he was taking me back to his days as a teenager at his school. I imagined brick walls painted white, and beige flooring that he trudged down towards the principal’s office. I thought of his six foot tall principal, dressed in a dark blue suit, with an abnormally long nose pointing at Clarence. Lomax’s story created images in my mind, and I wanted to know more so I could visualize other comedic moments.

Storytelling is an oral literary art form that provides messages and new ideas for audience members. Every day in some way, all people tell stories, and it is important to gather the right framework for the message. 

“We all are storytellers who have the ability to tell great detailed stories. Whenever I meet someone that says “I could never speak in front of people” or “I could never tell a great story” I tell them to think about the last conversation they had with the closet person to them. Speaking in a way that makes the person on the receiving end vividly visualize what you are saying is not as challenging as some may think. It’s all about first becoming comfortable then allowing people in your comfortable space,” explains Lomax.

Storytelling is a literacy framework that can shape someone’s understanding to love reading and stories1.  Storytelling gives listeners the ability to hear and see vocabulary, expression, story elements, and parts of a narrative. Storytelling has a message along with emotions and characters. It is an oral art that gives meaning to experiences and perspectives. With storytelling, it can be used as an entrypoint to help readers. I will share three examples on how storytelling can be connected to advancing a youngsters reading skills.

1. Details

When telling a story, it is best to know the details of why you are telling that story. Is the purpose of your story to inform, to entertain, to sell, or to persuade? Once the purpose is decided, then it is important to decide the emotion whether it is joyous, sad, furious, or more. Afterwards, give details and descriptions on what happens, or even what does an object look like or feel like. Clarence Lomax gave the example of selling a phone. He laughed and smiled to show that he was going to be funny. During his story he said, “We have this black, shiny, phone. It actually has two camera, and is about 6 inches long. It is pretty big, and you can even text on it.” He suggested that having details about the story helps the listener “visualize the story better.”

2. Visualize

Storytellers use hand motions, facial expressions, or even different voice intonations to give the listener the ability to see what is being spoken to them. If the teller has a really important moment within his or her own story, then the listener could imagine a relatable moment in their own mind. In this personal experience, students have the ability to retell what was spoken and even see how vocabulary was used within their own experience. As an example, Mr. Lomax provided a visual when he swiped his hands from left to right pretending to be his principal scolding young Lomax. Then he tilted his head towards the ceiling and slowly cried, “Why?” 

3. Sense of Story

Having a sense of story can reinforce a student’s reading comprehension. Reading comprehension is vital to a student’s understanding. Being able to comprehend is where a listener can explain the characters, setting, plot, beginning, middle, and end. A story can have simplicity or depth where the “the use of descriptive oral language, students are able to have an enhanced experience with literature.”

To learn about storytelling, visit your local library and see if they have connections to artists within your community. Visit the National Storytelling Network. Study your favorite actor and pick through their phrases. Connect with Clarence Lomax visit here.

1-Miller, S., & Pennycuff, L. (2008). The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education,36-43.
How to Read Crown: An Ode to the Fresh Cut

How to Read Crown: An Ode to the Fresh Cut

by | Mar 9, 2018 | Booklists, Parents, Reading Strategies

  • How to Read Crown an Ode to the Fresh Cut, a modern-day story about a black boy getting a hair cut.

  • A picture book story for 2nd and 3rd grade readers.

Crown an Ode to the Fresh Cut celebrates the experiences of what it means to get a “Fresh Cut” in the barber shop. Barnes’ rhythmic language keeps the story flowing, and makes the reader understand what it truly means to get a haircut at a Black barber shop. Barnes even builds your imagination about the different characters in the shop and what they can be. This story opens the reader into another world and celebrates #Brownboyjoy.

 

Derrick Barnes provides a visual and auditory narrative of a young man’s visit to the barber shop. He provides details and vocabulary words that makes the story true to the story. When reading stories such as Crown an Ode to the Fresh Cut, here are some tips on how to engage with the story. This story lends itself to multiple skills. Below is a brief discussion guide.

1. Asking Questions

Keeping questions open-ended using “How, When, What, and Why. These questions can build dialogue. Example Questions: What was your favorite part? What was your least favorite? How did you feel when the boy described his experience? Describe 3 important experiences that the boy described. Why was the barber shop important to the boy?

2. Identifying Details

There are many ways to identify details. Since this story is a sequential experience. You can start by listing examples such as important words in the story. Descriptive Words slab of clay flawless blazing star intellectual Hair Words Dark Caesar trim locs cornrows.

3. Examples

Examples lend to thinking about what else happens in the real-world. What did [this scene] remind you of? Who is a tech CEO that you know? What else would you use x for? What makes you feel like a Hollywood star?

4. Imagery

The images and words rely on one another. Using the images to build understanding is a fun way to read the text in a different way. Review the colors and the images and read how you feel. Why some backgrounds have scenes and others don’t. What kind of artistic medium was used. (Watercolors, paint, crayon, etc) What mood were in on pages with the use of color. How did this page help you understand the meaning?   You can find the story here to enjoy. Please share your thoughts on this story.

Arie Monroe-Illustrator

Arie Monroe-Illustrator

by | Sep 21, 2017 | Wordsmiths

Arie Monroe As an Illustrator and Entreprenuer

By Marwa Raja

Do you appreciate the creative mind of an artist? Do you yearn for artistic passion? If your answers are yes- Arie Monroe is the woman you want to know. Monroe has dedicated her life to the life of an artist. It started with the simple passion for illustration as a young adolescent. Illustrating was her escape, it was her go-to space; a place you couldn’t physically enter. A space to mentally unwind and create a world of her own. Like many artists, Monroe believes in working for a purpose. Her purpose is happiness.

Arie Monroe is our very own Kansas City, Missouri, native artist. She received a BA in Studio Art from the University of Missouri Kansas City, giving her a strong foundation in fine arts and computer illustration. Then later attended a school in New Jersey at the Joe Kubert School of Cartoon Graphics, where she studied Character Animation and Comic Book Illustration. Monroe specifically gravitated towards caricature artistry. As an experienced character designer and illustrator, she has worked in the comics and animation industry for companies such as, Warner Brothers, Dreamworks, Crayola, and has had her work published in several books including African American Classics, Black Comix, and Return of Black Comix 2017.

As an African American woman, Monroe is able to break down walls in a male-dominated field. Her unique illustrations reflect a richness of culture and diversity.

If you are looking for a broader perspective to pique your interest, Arie Monroe is the artist you want to know.  In 2015, after many years of working for other companies, Monroe decided to take her work to the next level and officially started Drawlikecrazy Studios LLC.  This began her journey as a small business owner working with private clients to provide caricature entertainment and custom Illustration for books. She believes in working hard and providing the finest quality artwork for her clients and working closely with individuals to take care of their artistic needs.

If you would like to know more about Arie, take a listen to the recent podcast with illustrator herself.

Visit https://www.drawlikecrazy.net/ to connect with Arie.

Vincente Perez Experiences About Race & Identity

Vincente Perez Experiences About Race & Identity

by | Aug 19, 2017 | Wordsmiths

Vincente Perez Experiences about Race & Identity

By Marwa Raja

For today’s segment, we introduce Vincente Perez; a Poet, activist, musician and more. Perez focuses on the experiences of race in America through several mediums. For those who have suffered from an identity crisis, Vincente Perez is the name you need to know. His work centers on Black and Latino experiences with a special emphasis on narrative and identity politics.

“I attempt to let narrative drive my attempts to interpret and analyze the world where people like me aren’t allowed to fully exist” (Perez.)

Perez has the talent to introduce Anthropology, Race/Ethnic Studies, and poetry with narrative to discuss the intricacies of multiracial experiences. He partakes in the ability to weave between various artistic and academic genres to produce a narrative that can hold its own in either genre.

According to Perez; he is continuously working on exploring the liminal space that multiracial folks are suspended in as a way to discuss and illuminate the essential nature of race and identity politics in this particular moment in history. His interest in politicizing identity is of means to an end and not an end unto itself.

His work consists of a mixture of performance tactics including, but not limited to, spoken word poetry, hip-hop, and storytelling. Perez finds it most important to highlight the importance of performance analytics when studying human interactions. In order to try to challenge the elite nature of art and art practiced by mobilizing marginalized narratives and language to interject dominant narratives. The beautifully executed blend of activism and academic ideas are used to underline the political nature of art-making and the blind-spots within academic communities.

“If art is to transgress it must take on the things about ourselves we take for granted. I take a central focus in my art to put all of these concepts and critiques into action via performance” (Perez). Throughout the journey of figuring questionable comfort over which culture he could belong, Vincente found his voice. A voice he has used to express and educate those who suffered an identity crisis and those who are simply unaware of cultural differences. To learn more about Vincente Perez take a listen to the podcast provided.

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Mother Moses Speaks

Mother Moses Speaks

by | Jul 11, 2017 | Wordsmiths

Mother Moses and Generational Family Stories

By Marwa Raja

There are various ways to describe Mother Mary Moses, allow me to jot it down to three- soulful, committed, and heartfelt. As a young woman, Mother Mary Moses went by the name of Mary Moore as a committed blues singer. Her journey as a singer her to a life of activism and as a spoken word artist. The Blues ran in her blood from the very beginning and she has used her talented vocals till this very day.

From living as a blues singer, to being a mother and devoting herself to activism; Mother Mary Moses has lived a full life. A life through which she has learned the hardest of lessons and gained full experiences.  Mother Mary Moses wrote, produced, and starred in her first one-woman musical play in 2000, entitled “Lest We Forget”, a short tour in Kentucky, and presentation in Bermuda. She was one of eleven African Americans to participate in the historical “Middle Passage Monument Project” event, lowering a monument in the world’s largest unmarked grave site in the Atlantic Ocean. In 2000 she participated in another historical event in Harlem, welcoming The Amistad to the Hudson in Harlem, both historical event’s recorded by news agencies from around the world.

Another original piece by Mother Mary Moses is “Meet me at the TABLE” which was first presented in New Haven, Ct and in Kansas City; which charted new ground to lead the charge to rescue and save America’s urban youth. Currently, Mother Mary Moses is releasing the follow-up piece entitled “Back to the Table”- a masterpiece encouraging society to bring back the importance of family dynamics. If you are looking for a chance of enlightenment and the opportunity to be inspired, Mother Mary Moses is the woman for you. To learn more about Mother Mary Moses and her recent work please listen to the podcast shared.

Mother Moses is a jazz artist, storyteller, activist, and spoken word artist who tells stories to the community. If you would like to invite her to your community gathering or event, please contact us.

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