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Culturally Responsive Instruction and the Science of Reading

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Culturally Responsive Instruction and the Science of Reading

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Presenters: Lauren Spenceley and Katie Lewis, ADE

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Supporting Literacy Development Outside of English Language Arts

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Supporting Literacy Development Outside of English Language Arts

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Presenters: Lauren Spenceley and Jill Scott, ADE

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Storytelling as Instruction: Using Read-Alouds and Discussion Structures to Build Comprehension

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Storytelling as Instruction: Using Read-Alouds and Discussion Structures to Build Comprehension

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Presenters: Lauren Spenceley and Katie Lewis, ADE

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Weaving the AZELS Into the Early Childhood Classroom Through Book Sharing

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Weaving the AZELS Into the Early Childhood Classroom Through Book Sharing

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Presenters: Elaine Mollindo and Oksana Beatty, ADE

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Literacy Development Across Content Areas 2024

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Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) (MDM)

Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education, Educational Attitudes, Elementary Secondary Education, English (Second Language), Indigenous Populations, Language Attitudes, Language Usage, Literacy, Oral Language, Oral Tradition, Uncommonly Taught Languages, Written Language

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ERIC - EJ499396 - The Continuum of Literacy in American Indian Communities., Bilingual Research Journal, 1995

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Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy.

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Video 3: Dialogic Reading With Expository Text (REL Southeast) (REL Southeast)

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REL American Indian English Learner Students and English Language Development 

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REL American Indian English Learner Students and English Language Development 

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Academic Language we Trach to Support ELA

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Academic Language we Trach to Support ELA

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Dialogic Reading Steps to Build Comprehension and Language Skills

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Dialogic Reading Steps to Build Comprehension and Language Skills

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Brannon, D., & Dauksas, L. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language. International Research in Early Childhood Education, 5, 1-10.

Flynn, K. S. (2011). Developing children's oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44, 8-16. doi: 10.1177/004005991104400201

Stephenson, J. (2010). Book reading as an intervention context for children beginning to use graphic symbols for communication. Journal of Developmental and Physical Disabilities, 22, 257-271. doi: 10.1007/s10882-009-9164-6

Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44, 258-275. doi: 10.1177/0022219410378444 | Full article

What Works Clearinghouse (2010). What Works Clearinghouse intervention report early childhood education interventions for children with disabilities: Dialogic reading. Washington, DC: Institute for Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/InterventionReport/136

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C, & Caulfield, M. (1988). Accelerating language development through picture book reading. Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C, & Caulfield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24, 552-559. doi: 10.1037/0012-1649.24.4.552

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Dialogic Reading: Having a Conversation about Books

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Dialogic reading involves an adult and child having a dialogue around the text they are reading aloud together. Learn how to use this strategy effectively to help kids build vocabulary and verbal fluency skills and understand story structure and meaning. Downloadable handouts to help guide parents in using dialogic reading are available in English and 14 other languages.

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Titles included: We Still Belong, Jojo Makoons: Fancy Pants, Ancestor Approved, Heros of the Water Monster, and Healer of the Water Monster.

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Culturally Responsive Assessment of Indigenous Schooling(CRAIS) Tool

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Culturally Responsive Assessment of Indigenous Schooling(CRAIS) Tool

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Developed by the Right Question Institute, the Question Formulation Technique, or QFT, is a structured method for generating and improving questions. It distills sophisticated forms of divergent, convergent, and metacognitive thinking into a deceptively simple, accessible, and reproducible technique.

The QFT builds the skill of asking questions, an essential - yet often overlooked - lifelong learning skill that allows people to think critically, feel greater power and self-efficacy, and become more confident and ready to participate in civic life.

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What is the QFT? - Right Question Institute

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The Question Formulation Technique (QFT) is a simple but rigorous step-by-step process designed to help […]

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Walking in Both Worlds: Native American Students and Language Acquisition Part 1 (REL Southwest)

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Phonological Awareness and Phonics Rubric

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Phonological Awareness and Phonics Rubric

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IES Guide - Reading Interventions for Grades 4-9

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IES Guide - Reading Interventions for Grades 4-9

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Visit: https://ies.ed.gov/ncee/wwc/practiceguide/29

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Resources for Parents and Families

Check out this collection of resources and activities that can help you support your child's development of phonemic awareness and phonological awareness at home.

Strategies for Supporting Phonological Awareness

U.S. Department of Health and Human Services

This resource provides strategies for families to use at home to support their infant through preschooler in developing phonological awareness.

Topic: Phonemic Awareness

Tips for Supporting Reading Skills at Home

Institute of Education Sciences

Check out these evidence-based classroom practices that you might be able to adapt for home-use. (But please note that research has not investigated the efficacy of these practices in home contexts).

Topic: Phonemic Awareness, Phonics, Fluency with Text

Songs & Rhymes That Build Readers

Colorado Libraries for Early Literacy

Access a collection of 30-60 second videos in nine languages for parents, caregivers, and library staff that models early childhood songs, rhymes, and fingerplays. Each video clip includes tips to increase caregivers' understanding of child development and pre-literacy needs.

Topic: Language Development, Phonemic Awareness, Vocabulary

Get Ready to Read! Literacy Activity Cards

Get Ready to Read!

These 36 activity cards from Get Ready to Read! are fun, engaging, child-friendly early literacy activities to try with 3- to 5-year-olds. The activities are organized by skill level and type of skill in the areas of print knowledge, emergent writing, and linguistic awareness. Each activity card states which specific skill the activity addresses.

Topic: Phonemic Awareness, Phonics, Writing

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This toolkit helps teachers and families understand the difference between phonemic and phonological awareness and how to support a child's development of these important reading skills.

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Dialogic Reading in the Classroom- Read-Alouds & Conversations about Books

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Dialogic Reading in the Classroom- Read-Alouds & Conversations about Books

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What is Dialogic Reading in the Classroom? | Resilient Educator

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Dialogic reading is an interactive style of reading with children in a classroom setting. The practice promotes children’s literacy and language skills. During this type of reading practice, the child and instructor switch roles. This gives the students the opportunity to become the storyteller rath…

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What is Dialogic Reading in the Classroom?

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What Is The Alphabetic Principle?

Connecting letters with their sounds to read and write is called the " alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle.

Letters in words tell us how to correctly "sound out" (i.e., read) and write words. To master the alphabetic principle, readers must have phonological awareness skills and be able to recognize individual sounds in spoken words. Learning to read and write becomes easier when sounds associated with letters are recognized automatically.

The alphabetic principle has two parts:

1. Alphabetic understanding is knowing that words are made up of letters that represent the sounds of speech.

2. Phonological recoding is knowing how to translate the letters in printed words into the sounds they make to read and pronounce the words accurately.

The alphabetic principle is critical in reading and understanding the meaning of text. In typical reading development, children learn to use the alphabetic principle fluently and automatically. This allows them to focus their attention on understanding the meaning of the text, which is the primary purpose of reading.

Learning and applying the alphabetic principle takes time and is difficult for most children. There are many letters to learn the sounds of, and there are many ways to arrange the letters to produce the vast number of different words used in print. Also, in English, the same letter can represent more than one sound, depending on the word (e.g., the /a/ sounds are different in the words "mat" and "mate"). In Spanish, by contrast, which also includes the vowel "a" in its alphabet, the /a/ sound is always pronounced the same way (e.g., the /a/ in "casa") regardless what word it is in.

Irregular Words

Some words, called irregular words, cannot be read accurately using the alphabetic principle to "sound them out" (e.g., the words "was," "is," and "know" are not accurately pronounced using phonics rules). Irregular words require a different teaching approach than teaching how to read words that follow a rule-based, letter-sound structure.

Despite the presence of irregular words, learning the alphabetic principle thoroughly and using it to read unfamiliar words, is a much better strategy than trying to memorize how to accurately read each word as a whole word, or guessing what the word might be based on its first letter and the words before or after it in the text.

Explicit Phonics Instruction

Explicit phonics instruction-i.e., how the alphabetic principle works, step by step-and extensive practice enables most children to learn the alphabetic principle. Below are effective strategies for teaching the alphabetic principle. These same strategies can be used with children who struggle learning to read, including children with reading disabilities or dyslexia. For students who struggle, highly systematic and explicit instruction plus lots of accuracy practice will be necessary for them to learn the alphabetic principle thoroughly.

All alphabetic languages can be taught using phonics and the alphabetic principle to guide instruction. However, alphabetic languages-English, Spanish, French, Turkish, Vietnamese, and many others-differ dramatically in their alphabetic principle complexity. For example, English is quite complex-there are many rules and exceptions to those rules that need to be learned to read and write correctly. Spanish is much less complex. Letters typically make only one sound regardless of the word they are in and rule exceptions are very few compared to English. For example, Spanish vowels only make one sound. In some cases, the vowel is silent as the letter "u" is in the word, "que."

Teach Students To Connect Letters To Their Most Common Sound Or Sounds

All 26 letters in English make at least one predictable or common sound depending on the other letters in the word. For example, each of the three letters in the word "mat" makes its most common sound. In the word "meat" the "m" and "t" make the same sound as they do in "mat" and the "ea" letter combination makes its most common sound when these letters are together in a word. Notice that in the word "meat," there is only one sound for "ea" even though there are two letters. Teachers can sequence and deliver instruction in a way that helps students efficiently learn the "rules" for the different sounds that letters and letter combinations make.

Teach Students To Read Words Using What They Know About The Sounds That Letters And Letter Combinations Make

In using the alphabetic principle, students "blend" the sounds made by individual letters into a whole word. For example, the sounds /m/ /a/ /t/ made by the letters "m," "a," and "t" are blended together seamlessly to make the word "mat." Students should begin learning to read by producing the individual sounds in words and blending the sounds together quickly to produce the whole word with simple CVC words (consonant-vowel-consonant) before progressing to more complex word types that follow other important phonics rules. During instruction, teachers can use a strategy such as "I Do, We Do, You Do" to show students what to do (how to blend), practice with them (students do it with the teacher), and then the students do it on their own to show their teacher they know how to do it. Teaching several of the most common sounds for a few individual letters allows students to read many different words depending on letter order. Teaching other rule types (e.g., letter combinations such as "ea" and "th," the "Bossy E" rule when "e" comes at the end of a CVC word, and so forth) enables students to accurately read a vast number of words they have never encountered in text.

Have Students Begin Reading Texts That Contain A High Percentage Of Decodable Words

Early in learning to read, students can begin reading simple books that contain words they can read on their own using the rules of the alphabetic principle. These decodable texts have a high percentage of words that follow common alphabetic principle rules. Students can practice reading these books to build their reading fluency, which helps them focus their attention on understanding the meaning of the text.

Many common words such as "was," "said" and "of" are irregular words-i.e., they do not follow common alphabetic principle rules. The most common irregular words should be taught early in reading development so that students will be able to read more expanded and interesting texts that are otherwise highly decodable.

Infographics

Suggested Citation

Baker, S.K., Santiago, R.T., Masser, J., Nelson, N.J., & Turtura, J. (2018). The Alphabetic Principle: From Phonological Awareness to Reading Words. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Carnine, D., Silbert, J., & Kame'enui, E. J. (1997). Direct instruction reading. Upper Saddle River, NJ: Merrill.

Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2), 383-417. New York, NY: Lawrence Erlbaum Associates, Inc.

Harn, B., Simmons, D. C., & Kame'enui, E. J. (2003). Institute on Beginning Reading II: Enhancing alphabetic principle instruction in core reading instruction [PowerPoint slides]. Retrieved from http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/enh...

Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40(1), 51-76. doi:10.1007/bf02648140

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction No. 00-4769). Washington, DC: National Institute of Child Health and Human Development. Retrieved from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi:10.1598/rrq.21.4.1

Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. doi:10.1037//0033-2909.101.2.192

Abstract

The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.

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The Alphabetic Principle: From Phonological Awareness to Reading Words

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What Is The Alphabetic Principle? Connecting letters with their sounds to read and write is called the "alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle. Letters in words tell us how to correctly "sound out" (i.e., read) and write words.

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Choosing Culturally Appropriate Books and Resources

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Choosing Culturally Appropriate Books and Resources

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Tips for Choosing Culturally Appropriate Native Books and Resources

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As an educator, perhaps you have looked for classroom materials related to Native Americans and wondered how to know which materials were accurate and appropriate. Or perhaps you have wanted to look for the best materials you could use with your students, but didn’t know where to begin. Here are som…

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Learn the six types of syllables found in English orthography, why it’s important to teach syllables, and the sequence in which students learn about both spoken and written syllables.

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Culturally Responsive Literacy Instruction - Keys to Literacy

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Culturally Responsive Teaching is a pedagogy that recognizes the importance of meeting students where they are culturally and linguistically. It puts students at the center of instruction that validates and affirms students' identities and gives students from historically marginalized communities an equitable education experience.

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Vocabulary plays a fundamental role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognitive Bookmark: https://readingapprenticeship.org/resource/metacognitive-bookmark/

Metacognitive Reading Log: https://readingapprenticeship.org/resource/rfu-metacog-reading-log/
Pair Work Log: https://readingapprenticeship.org/resource/rfu-metacog-pair-log/

Metacognitive Funnel: https://readingapprenticeship.org/resource/rfu-metacog-funnel/

Confused? Fix Up Steps: https://readingapprenticeship.org/resource/rfu-fix-up-steps/

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Use Cooperative Learning Groups to Engage Learners

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When teachers structure cooperative learning groups as part of the overall reading program, they also open the door to a multiple intelligences approach to literacy, which is inherent in cooperative learning. This article offers guidance on Literature Circles and Cooperative Tear, two cooperative learning strategies supported by research.

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Dystopian Literature Circles in Secondary ELA - Nouvelle ELA

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Want to have a dystopian literature circle in your classroom? Let me plan it for you! This post has book recs and a step-by-step guide.

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Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching.

Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts. Indigenous Storywork is the result of this research and it demonstrates how stories have the power to educate and heal the heart, mind, body, and spirit. It builds on the seven principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy that form a framework for understanding the characteristics of stories, appreciating the process of storytelling, establishing a receptive learning context, and engaging in holistic meaning-making.

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Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching. Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts.

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Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

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Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

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A guide to the books available for selection at the 2024 K-12 Indigenous Literacy Symposium

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ECE_OIE Indigenous Literacy Project Symposium24

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Arizona Early Learning Standards 4th Edition

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American Indians in Children's Literature website

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American Indians in Children's Literature website

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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Early Reader (Grades 1-4):

Middle Grade (Grades 3-7):

My free, downloadable Educator's Guide is available here. This 16-page packet is filled with classroom ideas and inspiration, research topics and supplemental sources, and colorful activity pages.

The official I Can Make This Promise Discussion Guide is available here.

I Can Make This Promise was featured in the MG at Heart Book Club in February 2020! Click here to access their newsletter, which includes an exclusive interview with me, great discussion questions, an activity, a recipe, and a printable coloring page. Be sure to subscribe to the MG Book Village for more great content and inspiration, which you can easily implement into your lesson plans and book clubs!

The Iowa Center for the Book created an activity guide for I Can Make This Promise, when the book was featured in their 2021 Kids Read All program!

The Story Spectator shared a fantastic blog post, complete with several discussion and activity ideas for The Sea in Winter.

The official educator guide from Heartdrum is a great resource.

I highly recommend visiting my author profile on TeachingBooks.net.

Young Adult (Grades 8+):

Interested in school visits?

I am currently booking school visits for the 2024-2025 academic year. Please contact my team at Authors Unbound for more information!

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My free, downloadable Educator's Guide is available here. This 16-page packet is filled with classroom ideas and inspiration, research topics and supplemental sources, and colorful activity pages. The official I Can Make This Promise Discussion Guide is available here. I Can Make This Promise was featured in the MG at Heart Book Club in February 2020!

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Presenter: Mary Villegas, AZ Library

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Teaching Tribal Sovereignty Through Indigenous Texts

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Teaching Tribal Sovereignty Through Indigenous Texts

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Presenters: Helen Thomas and Brooke Curleyhair

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As a principal, I want my teachers to teach student how to read a text closely. After going through your Powerpoint, reading the questions you suggest and the responses, I think professional development in developing questions would be required to ensure they were actually asking the right kind of questions.
One of the biggest implementation problems with Common Core that I see is that teachers (and curriculum designers) don't understand close reading well enough to ask appropriate questions. The point of the questions is to guide students' to think about the text in effective ways.

To help this principal (and others) to provide the professional development noted above, I have provided what I hope will be a useful example. But let's start off with a bit of explanation.

First, the questions should be about important issues raised by the text. Some people are taking close reading to mean "precise" reading or "thorough" reading. If you are asking about a story, you should ask about details that would be important in a summary of the story (e.g., character motivation, key plot details, theme). "Close" is not a synonym for "trivial."

Second, the questions should be text dependent. That just means that it shouldn't be possible to answer the question without reading the text. The focus of close reading should be on what the author presents, and not on anything else. That's the reason why it's a good idea for students to explain or support their answers with text evidence (proof - from the text)

Third, the questions should help the readers to accomplish three interpretive goals. Specifically, they should help the reader to think about what the text said (key ideas and details), how the text worked (craft and structure), and what it means (integration of knowledge and meaning). Unlike in other questioning schemes, these questions do not try to get kids to exercise particular thinking skills (e.g., inference, higher order reasoning, comparison); they focus on interpreting the text rather than on exercising particular cognitive muscles.

I have attached an old basal reader story (from the 1955-1965 period), The Railroad Cat , and below I have listed questions that I might ask a group of second- or third-graders about this story. I have separated my questions out into three sets - one set for each major interpretive goal, but they don't have to be asked in that way; they can be interspersed with each other.

I do think that it is a good idea to ask your questions in an order that helps students to follow through the text in an "orderly manner," particularly with regard to a first read or the key ideas and details questions. It is not enough that kids get practice reading texts, but they should come away knowing more about their world. If the questions/discussion/task takes you through the content in a well-organized way, students will be more likely to come away with content knowledge. Thus, you could have the students read this story three times, and each time use a different set of questions; or you could simply intersperse the second two sets of questions into the first wherever you think they fit best. In each list here, I have gone through the story in the same order that the author presented the pertinent information.

Of the three sets of questions, the "craft and structure" questions are the most characteristic of close reading (the other interpretive goals are important too, but they are not unique to close reading). That means that most of us need more practice with "craft and structure" - something largely or entirely neglected in the video that I recently critiqued in this space.

You may notice that I did not go through and try to have a balance of "right there" and "think and search questions" or that I didn't fool with Bloom's taxonomy. The reason is quite simple: my focus is on - and should be on - the text during close reading. If a text is very explicit, then I'll ask a lot more comprehension or "right there" questions. If the text is more oblique, then we'll end up with more inferencing practice. The point isn't the inferencing practice, however, it is to get students to think closely about the meaning of the particular text we are reading now (that's one of the reasons close reading questions are hard - because they follow each text, not some questioning scheme).

Questions about key ideas and details: what did the text say?

1. What was special about Tom?

2. What did Tom do when the men were loading the train?

3. Why did he pretend to sleep?

4. What did Tom do that got his picture in the newspaper?

5. How did his life change after he got in the newspaper?

6. What happened when the chipmunk showed up?

7. Why did Tom follow the chipmunk?

8. When he was in the railroad car what was Tom's problem?

9. When Tom got out of the car where was he?

10. Who found Tom?

11. How did the engineer know that Tom wanted to go with him?

12. Why did the engineer take him?

13. When the engineer and Tom left what was their problem?

14. When Tom yowled, what did the engineer think he wanted?

15. What changed the engineer's mind?

16. What did the fireman think Tom meant?

17. So what did the engineer do?

18. According to the engineer, why was it so important Tom yowled?

19. How did Tom know the bridge was out?

20. What happened after Tom saved the train?

Questions about craft and structure: how did the text work?

1. What does the author mean when he writes that Tom "had never seen a kitchen nor climbed a back yard fence"?

2. What is a "conveyor belt"?

3. What's "freight"?

4. On page 1, the story says that Tom was a "hero." What does that mean? (What made him a hero?)

5. On page 2, the author puts some words in quotation marks ("Oh, boy!," "Fish at last!" "thank you"). What is he trying to show by doing that? Can Tom talk?

6. What kind of story is this (fantasy or realistic fiction)?

7. On page 4, it again calls Tom a "hero." How is the meaning of "hero" different here than on page 1?

8. Why does the author tell us about the chipmunk again at the end?

Questions about integration of knowledge and meaning: what did the text mean?

1. The author used the word "hero" in two different ways. Which meaning is the right one?

2. What's the difference between being a hero and being famous?

3. Is it better to be a hero or to be famous

4. What was the point of the story? What did the author want you to learn from Tom?

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As a principal, I want my teachers to teach student how to read a text closely. After going through your Powerpoint, reading the questions you suggest and the responses, I think professional development in developing questions would be required to ensure they were actually asking the right kind of questions.

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Mavasta Honyouti holding his book Coming Home: A Hopi Resistance Story

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ILP Spotlight| Author & Educator: Mavasta Honyouti

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ILP Spotlight| Author & Educator: Mavasta Honyouti

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Mavasta Honyouti is Iswungwa (Coyote clan). He is coming to us from Hotevilla, Arizona on the Hopi Reservation. The son of Ronald Honyouti and the grandson of Clyde Honyouti, he is an acclaimed Hopi katsina carver. We are also happy to share that Mavasta is a middle school teacher! Coming Home is the first children's book Mavasta has authored and illustrated. It is the story of his grandfather’s experience at a residential boarding school and how he returned home to pass their traditions down to future generations. Thanks to Arizona Humanities and Honyouti's publisher, Levine Querido educators attending the Indigenous Literacy Symposium will receive a free signed copy of the book before it even hits bookstores! Mavasta will also be joining us at the Symposium for the signing and will be a panelist at our Indigenous Author Panel.

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Indigenous Childrens' Literature: Selection through Literary Representation, Analysis, and Cultural Responsiveness

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Indigenous Childrens' Literature: Selection through Literary Representation, Analysis, and Cultural Responsiveness

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Presenters: Vina Begay & Alexander Soto

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Indigenous Children Literature_ Literary Representation and Cultural Responsiveness .pptx

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The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O'odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O'odham and Pee Posh, and all Native nations to the Library.

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LibGuides: Changing the Narrative: Indigenous Education and Children's Literature, K-12: Home

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LibGuides: Changing the Narrative: Indigenous Education and Children's Literature, K-12: Home