“Children know perfectly well that unicorns aren’t real, but they also know that books about unicorns, if they are good books, are true books.” – Ursula K. Le Guin
Wouldn't it be incredible if, through the minds of children, words were so impactful that they turned the unbelievable into the believable.
First grade is an essential time in which knowledge and imagination intersect - the trials and tribulations of life have yet to cause turmoil and dissent from the magic of books, and children get to experience the world with wonder, vulnerability, and levity. The children in my class deserve to know the feeling of being transported from their uncertain lives to the stories told through the magic of words. These students are some of the most underresourced children in society. While our school community valiantly takes care of the basic needs of those who need us the most in our area, we teachers have the gift of giving students the opportunity to live beyond their basic needs and into the transformative power of knowledge and literacy.
My students are English language learners, socioeconomically troubled, immigrants, and refugees. However, these students are also resilient, motivated, full of wonder, and deserving.
As speakers of languages other than English when they are home, I hope that these books, like the Leveled Readers and Non-Fiction readers, awaken my students to the power of the written word when they are at school. That must begin by giving students the resources to put into practice decoding and correspondence strategies to be able to read the most basic text. In this project, there is an incredible volume of texts that make this necessary first step in literacy available.
When children are able to step into the world of truly experiencing a text through comprehension, their worlds can transform.
In this project is a slew of books that are meant to entice even the most serious of students. It is my goal to connect with every one of my students through a text of their choice. I hope to know if they love trucks or princesses, dogs, or even dental hygiene, through watching them interact with these books. In giving my diverse students a diverse library of books, this project matches my students' needs by not only reflecting their cultural diversity but also their diversity of thought.
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