A variety of ideas from all three groups from text response #3.

1. Notes from the 3rd
text response:
Many of you were interested in using fairy tales and folktales from other cultures. Here are
some Multicultural Fairy Tales resources:
http://www.ala.org/offices/resources/multicultural
http://www.carolhurst.com/newsletters/1802newsletters.html
http://multicultural-fairy-tales.weebly.com/book-collection.html
https://almecath.wordpress.com/about/
A list of multicultural folktales/fairytales for grades 3-6:
https://readingrecovery.org/images/pdfs/Conferences/NC12/Handouts/Countryman_Gwendol
yn_Multicultural_Folktale_Bibliography_2012.pdf
Scholastic News was suggested as being a good resource that offers articles on diversity. (The
articles are also great examples of short text, nice for ELLs, struggling readers, etc.). Time for
Kids is another nice option.
Informational Texts from Scholastic (http://www.scholastic.com): the photographs make these
non-fiction books especially attractive to children!
(Hundreds of titles, all levels, vivid photograph, interesting text!) Just a few examples:
Many of you enjoyed the comic strip idea that was shared in the readings. A few posts talked
about the lack of schema students might have with comics and suggested bringing comics in to
introduce this genre before trying with students. Another thought is to use graphic novels to
introduce the idea of comics. I have placed a graphic novel list in the Booklist tab on BB. (But
know that a graphic novel does not mean they are for older students! Many on this list are for
younger students!)

2. Jenny Young talked about using wordless picture books with her ELL students. Great idea that
takes away the difficulty of reading text but still can include great strategies. There is a
wordless picture book powerpoint in the Booklist tab on BB (just updated this winter!).
Lyndsey Trierweiler has a new student from Cuba. These are just a few of the ways she helped
her student feel welcome – great ideas!
 Labeled items in the classroom in Spanish & English
 Wrote a letter to welcome the student to class & introduce herself (and had it
translated)
 Invited the student to write a letter back to her!
 Has initiated family communication
 Placed the student by a well-versed ELL student