Issue 4 - Alma Flor Ada
Transcription
Issue 4 - Alma Flor Ada
Smiles & Butterflies Words of inspiration for teachers Alma Flor Ada & F. Isabel Campoy • American Reading Company A Magical Encounter Creative Reading The Owl F. Isabel Campoy Reading can do more than entertain or inform us. It can make us stronger, more courageous, kinder, more understanding, better human beings if we reflect on what we read. Encourage a creative dialogue with students of any age. DESCRIPTIVE PHASE — Who, when, where, what, why questions ascertain comprehension. The dialogue may begin here but must go beyond. PERSONAL INTERPRETIVE PHASE — Establish comparison and contrast between book content and students’ lives: Have you ever seen/experienced something similar? Have your experiences been different? How would you feel if this happened to you? What would you do? From the book ¡Muu, Moo! CRITICAL/MULTICULTURAL/ANTI-BIAS PHASE The essential questions: Is this just? Is someone excluded? Who benefits; who suffers? What other possibilities exist? What would be the consequences? CREATIVE/TRANSFORMATIVE PHASE — After reading/hearing this story/poem: What will I do differently in my life? What do I understand now about interacting with others? What can I do in a similar situation? For the theory that informs this practice, and multiple examples, see Alma Flor Ada’s A Magical Encounter: Latino Children’s Literature in the Classroom. [Allyn & Bacon] Cultural Enrichment Art has been a fundamental cultural value in the Spanish-speaking culture. Some of the world’s most prominent painters are of Hispanic origin. Joan Miró and Fernando Botero; Francisco de Goya and Wifredo Lam; Pablo Picasso and Frida Kahlo; the great Mexican muralists Rivera, Orozco and Siqueiros and Amalia Peláez all have contributed their personal vision of the world to create an extraordinary body of art. We have shown our appreciation for their gifts by creating four books that reproduce some of their paintings. In Blue and Green, Diego Velázquez invites us to enter the world of Las Meninas, and Héctor Poleo makes us part of the conversation of a family under the light of the Andean sky. In these books young readers will travel through time over diverse landscapes, learning to find beauty in art, in nature, and within their own hearts. Volume 1, Issue 4 • Page 1 Smiles & Butterflies • Volume 1, Issue 4 Inspiring Words Words are always ready to tell a true story. Write a page of yours! Alma Flor Ada & F. Isabel Campoy • Page 2 Home/School Interaction Traditional Wisdom Students ask their parents or relatives to share traditional sayings, proverbs, or refranes. These words will be gathered in a collective book: Our Families’ Wisdom. All the contributing parents’ names will appear. Books, CDs, & Videos Extra! Extra! Fairy-Tale News from Hidden Forest ¡Extra! ¡Extra! Noticias del bosque escondido The stories in this book are told through the articles of a newspaper. Invite students to: • Identify the different sections of a newspaper. • Tell the three stories that are hidden in the articles. • Contrast the different viewpoints in the editorial and op-ed articles. A culminating project could be the creation of their own classroom newspaper. Tales Our Abuelitas Told Cuentos que contaban nuestras abuelas The 12 favorite folktales from diverse areas of the Spanish-speaking world in this book have traveled far. They reflect the rich and diverse heritage of Latinos since some of the stories have Indigenous, African, Arab, Hebrew, Basque and Spanish roots. Encourage your students to: • Ask their relatives to tell them a favorite folktale and then retell that story (orally or in writing in the class). • Collaborate in creating a classroom anthology of folktales. CD—El camino de tu risa: Música amiga 9 This CD offers 12 poems by outstanding poets with music created and sung by Suni Paz. They include: “La rosa blanca” by José Martí, “Los loros” by Jaime Ferrán, “Día de las madres” and “Alto bien alto” by Isabel Campoy, and “Lo que vamos a ser” and “Mi amiga, la sombra” by Alma Flor Ada. Learning these songs will enrich students’ vocabulary, giving them added tools for success. Invite them to interpret the message of the poems and to share the feelings the songs inspire in them.