Empower Refugee Kids with Reading Support

At Barrett Ranch, Don Vu was the principal aiming to alter the reading culture. He discovered that the majority of students had the “basics” mastered, however their development was stagnating due to the fact that they werent reading anymore than they needed to. His schools scenario sounds extremely similar to the school where I am currently working and strangely similar to those that where I have worked previously.

Beth Hassinger works as a reading expert at a K-5 building in a suburban area north of Chicago, IL. Having not check out much as a kid, she is continuously looking for methods to engage readers and invite them to see the wonder that long-lasting reading is.

► As a reader, I am also partial to authors who point to other titles where I can find out more about concepts they may have briefly discussed.

We frequently feel that we are up versus the clock when it comes to time. In this chapter, Vu talks about how important it is to prioritize making time for checking out within the school day, however likewise how we partner with moms and dads to make certain that reading is rollovered into students house lives. Youll likewise find in this chapter clear assistance on what independent reading is and isnt and how libraries can support these efforts.

► Books in which trainees see themselves reflected both in the characters and the experiences. ► Creating a culture of reading, with books all over, from Little Free Libraries to books in the office. What was brand-new to me, and the essence of this book, was taking this work further and thinking about how producing a culture of reading can have an effect on the lives of immigrants and refugees. Vu uses lots of ways to get trainees talking about books. Many of these ideas, such as book clubs, book talks, and watching book trailers, are ways that I engage with books every day.

Whats in the book.

An essential factor to consider for developing a culture of checking out for all would be the collections of books that are offered to trainees. Again, the info in this chapter wasnt new for me, but schools that require to further diversify their book collections will discover lots of concepts for instructors or schools to curate a selection in which all students can see themselves and see worth in their full humankind.

The book is burglarized three parts: Life, Literacy, and the Pursuit of Happiness. Within those three parts, Vu enters into terrific depth about six conditions to produce a culture of literacy for all: dedication, clock, conversation, connection, collection, and event.

Overall, some of the information throughout the book was not new to me, however the stance of considering these conditions from the perspective of how they can help our immigrant and refugee trainees was revitalizing. I would advise this book for any K-12 school wanting to focus on a reading culture.

Part 1: Life.

My preferred aspects of the book.

What was new to me, and the essence of this book, was taking this work even more and thinking about how producing a culture of reading can have an effect on the lives of refugees and immigrants. Vu begins each chapter with a memory of his own experience as an immigrant to this country and a refugee. This makes the work personal to him as it is rooted in his lived experience.

Reviewed by Beth Hassinger.

While his personal experiences might just be a window for me, the book highlights how essential it is for me to develop a reading culture. I have seen in my own life– going from non-reader to passionate reader– how much impact engaged reading has on private lives.

Don Vu is raising this issue in his book and difficult educators and school systems to consider that if education is the way to flexibility and the “pursuit of joy,” we need to recommit ourselves to the idea that reading is the heart of learning.

Vu provides lots of ways to get trainees talking about books. Many of these recommendations, such as book clubs, book talks, and enjoying book trailers, are ways that I engage with books every day. I believe that if teachers focus their efforts on the conversational elements of reading, we will see the results reflected in standardized tests.

With a lot concentrate on literacy requirements that are tied to standardized screening, I think we have short-changed trainees, who are worthy of a reading experience that consists of more time, option and flexibility. We need reading programs that emphasize engagement and assistance students grow techniques and abilities they require to make voluntary reading a lifelong undertaking.

Other features of this book that I greatly valued:.

While empathy wasnt considered as one of the 6 conditions, in this last chapter Vu links compassion to each of the conditions.

► It was under 150 pages. When they make decisions about length, Im so pleased to see publishers who honor instructor time. When you are managing many things that in some cases feel insurmountable, you value a book with a length that you understand you can finish.

There are concepts here that are not particular to an age. Rather they specify to producing readers who will check out as a matter of choice rather of reading as a condition of compliance.

If you are going to concentrate on changing the culture of your structure to make reading engagement a leading concern, Life, Literacy, and the Pursuit of Happiness: Supporting Our Immigrant and Refugee Children Through the Power of Reading needs to be included amongst your resources as you move forward.

My expert interest also has me considering ways to ensure that I provide numerous viewpoints in my classroom. This books title suggested that two areas of interest for me would come together in a powerful method.

In this area of the book, Vu discusses the requirement for:.

Part 2: Literacy.

This part of the book goes into the first four conditions for producing a culture of literacy for all. In the chapter on dedication, Vu goes over not just committing to a vision for literacy, but also dedicating to valuing our trainees cultures and backgrounds.

The Book Whisperer herself, Donalyn Miller, supplies the foreword for this book. Her description of Barrett Ranch Elementary School sounds like the kind of place that I am dreaming to work.

Part 3: Pursuit of Happiness.

For several years I have worked to more significant literacy chances to students and their teachers in my function as a reading specialist. As an once former non-reader turned avid reader, I am constantly looking for ways to show other non-readers what books need to offer.

► Books in which trainees see themselves showed both in the characters and the experiences. ► All students, no matter ability, having time in their day for independent reading. ► Creating a culture of reading, with books all over, from Little Free Libraries to books in the office. ► Getting teachers, and moms and dads and trainees to partner in this work.

In this last area of the book Vu goes over event, empathy, and connection. Keys to connection are that kids are exposed to several point of views with opportunities to analyze their own predispositions, that they build background understanding through books to make connections to the world at big, and that as educators we are making connections with trainees that help us learn more about their interests and experiences.

► Vu did my preferred thing when Im reading most books: he included terrific quotes at the start of each chapter. Words are important, so to record the essential words of others makes this readers heart pleased.

I took place upon this book while virtually participating in NerdcampCT this past summertime. Don Vu was among the speakers asked to provide a “Nerd Talk” that early morning. After hearing him talk, I immediately knew I required to read his book.

Life, Literacy, and the Pursuit of Joy: Supporting Our Immigrant and Refugee Children Through the Power of ReadingBy Don Vu( Scholastic, 2021– Find out more).

At Barrett Ranch, Vu speaks about the different ways they commemorated reading, offering concepts for linking with authors and how families can support the schools efforts throughout the academic year and in the summer.

Especially eye opening for me was the reference to a research study done at the University of Oregon and the Leibniz Institute for Research and Information Education. In this research study they looked at the impacts of utilizing the term “English student.” They discovered that this classification can have a “direct and negative result on teachers perceptions of students academic abilities.” (Some language experts are recommending the term “Multilingual learner.”).

He explains about how Barrett Ranch partnered with IKEA to create reading lounges. Each reading lounge had its own style, and Vu uses ideas for how you can reproduce these reading lounges without an IKEA grant. This is a task that I desire to carry out at some point in my profession!

When authors mention other authors who have influenced their thinking, I appreciate. For Don Vu this consists of Donalyn Miller, Steven Layne, Dr. Rudine Sims Bishop, Richard Allington, and others. These are names that I have seen consistently and whose work I likewise rely on, so I discover his recommendations reassuring– and it brings trustworthiness to the work teachers at Barrett Ranch are doing.

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