1. C LASSROOM -L IBRARY C ONNECTIONS Nation al Children’s Book Week May 2-6, 2011 CELEBRATING BILINGUALISM Classroom Lessons to Continue in Your Library

2. M ONDAY, M AY 2 – K INDERGARTEN AND 1 ST G RADE C LASSES V ISIT THE L IBRARY (T WO P OSSIBLE L ESSONS ) W HAT C AN Y OU D O W ITH A P ALETA ? / ¿Q UÉ PUEDES HACER CON UNA PALETA ? IN THE CLASSROOM What is a paleta? Most students will know these as popsicles but traditional paletas are made with pure fruit juice or other natural ingredients. Students are first challenged with the question “What can you do with a paleta?” and their answers are recorded on chart paper with a or document camera so that they can be brought to the library. IN THE LIBRARY The students share their ideas of what to do with a paleta. Next the librarian may read either or both the Spanish or English versions of the story and students can compare their answers with the suggestions in the book. Finally (if the paletas are available and with approval from administration) the children can sample one themselves!

3. M ONDAY, M AY 2 – K INDERGARTEN AND 1 ST G RADE C LASSES V ISIT THE L IBRARY (T WO P OSSIBLE L ESSONS ) W HAT C AN Y OU D O W ITH A R EBOZO ? / ¿Q UÉ PUEDES HACER CON UN REBOZO ? IN THE CLASSROOM What is a rebozo? Latina women use these wide swaths of fabric as shawls, baby carriers, hair adornments and many other practical causes. As students come in they will be given large sections of fabric and allowed some time to playact and discover the different uses. Again, the librarian or teacher may want to record this experience with a video or digital camera if one is available. IN THE LIBRARY Students share their discoveries in the library. Next the librarian may read either or both the Spanish or English versions of the story and students can compare their uses of a rebozo with the suggestions in the book.

4. T UESDAY, M AY 3 AND T HURSDAY M AY 5 - 2 ND AND 3 RD G RADE C LASSES V ISIT THE L IBRARY W HAT IS MY NAME STORY ? This lesson will be one in a collaborative unit with the second grade teachers that needs to begin approximately two weeks prior to this visit to the library. IN THE CLASSROOM, students will be challenged with the question “What is your name story? Our names actually tell a great deal about who we are and where we come from.” Students will interview their parents to discover their own name story. They will then use the information from their interviews to create simple posters or presentations using the Kidspiration software or a Web 2.0 tool such as PhotoPeach. The librarian or teachers will agree on a school location or online forum where these can be shared. IN THE LIBRARY, the lesson with begin with a short discussion/reflection on what they learned about their names from the interview and the process of preparing their presentations. Then the librarian will book talk and read aloud the first chapter of the next anchor text in the unit, My Name is María Isabel by Alma Flor Ada, the story of a girl who immigrates to America from Puerto Rico and must adapt to a new culture.

5. W EDNESDAY, M AY 4 – F AMILY L ITERACY N IGHT Students and parents are invited to a “Bedtime Book Night / Noche de libros de hora de cama.” Students are encouraged to come in their pajamas and bring their blankets and/or stuffed animals. This event will begin with a short presentation or modeling of simple yet effective read aloud practices with students in the primary grades. Translation is provided as needed. Each grade level will have a station where teachers or older students are reading aloud a book from the suggested list and modeling these practices. These choices have been made by the grade levels and practiced in the classrooms in advance of the event. A representative from the public library will be available to promote bilingual and ESL resources and register families for library cards.

6. F RIDAY, M AY 6- 4 TH AND 5 TH G RADE C LASSES V ISIT THE L IBRARY IN THE CLASSROOM (one week prior to the library visit) students form collaborative groups and choose from a list of topics provided by their teacher. They use a free form web from Holt Interactive Graphic Organizers to record what they already know about that topic.free form web Holt Interactive Graphic Organizers IN THE LIBRARY students learn how to use the catalog to search for bilingual or Spanish language books, then go on a “library scavenger hunt.” They are then divided into their groups and given a variety of questions on each specific topic that they have to answer by first finding a relevant book using the catalog, locating the book on the shelf, then using indexing and other text features to answer the questions. A more specific example would be locating and using the book Pelé, King of Soccer/Pelé, el rey del fútbol to answer these questions: Why was Pele’s first soccer team called the “Barefoot Boys?” Why was Pele’s first trip to the World Cup so important for him and for Brazil? What was Pele’s given name? IN THE CLASSROOM AND IN THE LIBRARY students complete their research and prepare a presentation on their given topic using Web 2.0 tools such as - My eBook Photo Story Slideshare Time Line