Immigration/Inmigración

Overview: This text set is designed around a focal student in a fourth grade dual language classroom. This particular student has expressed a lot of interest in various forms of immigration since he immigrated to the United States from Guatemala when he was very young. I chose a wide range of texts of varying genres, modes, language use, and reading levels to be able to build the focal student up to be able to comprehend the target texts after exploring the others. These nine texts also include a wide range of diversity in ethnicity, race, languages, social classes, and more. Having diverse representation allows students to feel seen and understood in areas that relate to them as well as have a window into viewing how others live and understand the world around them (McNair, 2016).

Ready to embark on this exploration of multimodal texts about varying forms of immigration? Click the buttons below to find information about the texts, how this corresponds to Historically Responsive Literacy, and a text complexity analysis of two of the chosen texts.

References

McNair, J. (2016). #WeNeedMirrorsAndWindows: Diverse classroom libraries for K–6 students. The Reading Teacher,

70(3), 375–381.

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy.

Scholastic.