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Honor their language. Weave it into classroom content. Read books that feature their language. Give them writing opportunities using it. Don't correct them as being "wrong" when they use their home language in their writing. Educate! Educate! Educate! While validating all students' presence, identities, and linguistic norms, foster code switching activities and lessons. Exposing students to the fact that American Standard English is not the only language with a grammar and "rules" allows students to realize that their spoken language is just as beautiful, logical, and worthy as American Standard English. 

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Honor their language. Weave it into classroom content. Read books that feature their language. Give them writing opportunities using it. Don't correct them as being "wrong" when they use their home language in their writing. Educate! Educate! Educate! While validating all students' presence, identities, and linguistic norms, foster code switching activities and lessons. Exposing students to the fact that American Standard English is not the only language with a grammar and "rules" allows students to realize that their spoken language is just as beautiful, logical, and worthy as American Standard English. 

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Have the opportunity for students to choose books that have other languages in them. You can even ask students who know other languages to teach the class some words.

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Have lessons work around their language and the background of their culture. If I'm unaware of the language, I could ask the student and/or his/her family to come in and educate us better. 

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Have lessons work around their language and the background of their culture. If I'm unaware of the language, I could ask the student and/or his/her family to come in and educate us better. 

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Allow students to speak in their natural voice/dialect and encourage it.

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Give the opportunity for students to teach their peers about their own languages/dialects

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Teach them to take notes as they read. Tell them to use words or phrases they like in their own writing.

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I listened to the Cult of Pedagogy #162 on a Feeling-based approach to reading literature. I liked it because it moves away from "what's the main idea and author's purpose?" where the purpose of reading a novel has become to read for information. I also love that it honors the reader and their feelings.

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Give them mentor texts, give them plenty examples of questions they should be asking themselves throughout the reading, encourage them to pay attention to detail, etc

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Give them mentor texts, give them plenty examples of questions they should be asking themselves throughout the reading, encourage them to pay attention to detail, etc

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To provide readers notebooks that students can write their thoughts/questions in while reading

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LE96: Embrace Spanglish and slang because the students are feel comfortable communicating that way and we should embrace their backgrounds and let them be comfortable.

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The text emphasized creating separate categories on anchor charts about more-or-less reading and writing noticing's. And to sub-categorize reading noticing's by specifics (e.g., repetition of word) and the overall format (e.g., paragraph format) 

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The text emphasized creating separate categories on anchor charts about more-or-less reading and writing noticing's. And to sub-categorize reading noticing's by specifics (e.g., repetition of word) and the overall format (e.g., paragraph format) 

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This! These steps will certainly guide my future reading instruction.

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This! These steps will certainly guide my future reading instruction.

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It's important to have racial conversation in school because it's not just professional development, it's life development. LE #151

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It's important to have racial conversation in school because it's not just professional development, it's life development. LE #151