Milica Dusevic
Doctor Amina
LBS 400
CRITICAL LITERACY READ –ALOUD ASSIGNMENT
In LBS 301, you completed the Culturally Sustaining Children’s Book Analysis, which required you to evaluate a children’s book for quantitative and qualitative features of text. You were also to determine if there was a social issue present and this assignment will delve deeper into this aspect, as you prepare for a critical literacy read-loud based on what you have learned about critical media literacy. Please complete the following steps:
1. Select a book (TK – 2). Write the title of the book and share why you selected this particular book.
Princess Hair by Sharee Miller.
I selected this book because it is a great way to celebrate black hair. Princess Hair shows little girls that all types of hair are beautiful and fit for a princess. The picture book describes every texture and style of hair. It implements that all shapes of hair are different and encourages girls to love the hair that they have. Also, I think it is a great way to teach non-black students to appreciate and commemorate black hair.
2. Preview the book. As you pre-read the book, where do you see instances in which you could bring out critical points inside the story and might be able to spark children's conversation? List 2-3 examples and why these seem to be the best places to be critical.
-“Not all princesses have the same hair.” I think that this is a good place to be critical because I could stop and look around to point out the different types of hair in my classroom. I would use appropriate and encouraging adjectives, such as ‘Leah has gorgeous braids.’ Pointing this out will help them begin to understand their unique differences.
-“Princesses with kinks love to think!” I think that this is a good place to be critical because I could stress the importance that they can be beautiful and smart. I would explain to my students that everyone is beautiful no matter their hair type; however, having pretty hair is not the only thing that defines them. I would go on to tell them they are capable of being smart, creative, athletic, or whatever they want to be.
3. Develop at least five (5) critical questions to use during the read aloud. Your questions should elicit children's own questions, further their understanding of the issues in the book, and encourage the children to make connections between themselves and the text.
-Does every princess have the same hair?
-Were there a lot of types of hair?
-If you have the same hair as one of the princesses from this book, did it make you feel happy to see a character that looks like you?
-After the author describes the princess’s hair, she says what the princess does. Does this show you that the princesses like to do the same things that you like to do?
-Does having different hair change who you are or what you like to do?
-The author says, “not every princess has the same hair. But every princess loves her princess hair!” Did this book encourage you to love your hair and show you that you are special no matter what type of hair you have?
4. Describe how you would activate children’s prior knowledge. What will you do to help children access what they already know and make connections to the new content? What unfamiliar vocabulary might you need to preview?
To activate children’s prior knowledge, I would make a bubble map on the board titled “Hair Types”. I would have students name all of the hair types that they know and add them to the map. I might need to preview unfamiliar vocabulary regarding the words ‘different’ and ‘embrace’. To make a connection to the new content, I would explain that people have all kinds of different hair types; however, people are people. People have families and friends, hobbies, and we all love our hair and embrace our differences.
5. Describe how you will take students through a picture walk. What will you highlight/draw students’ attention to and why?
Since the text follows the same order throughout the book, such as “princesses with dreadlocks love to draw”, etc. I would point out each hair type and what each princess is doing. During a picture walk, I will draw attention to all of the different hair types among each of the princesses. I would make sure to celebrate each hair type using thoughtful adjectives. I will have the students repeat the hair type and tell me what they like about it. This would also allow them to learn about the hair types that they were unfamiliar with. Additionally, I would highlight what each princess is doing. I would ask them if they noticed how many hobbies the princesses had to encourage the students to do anything that interests them. Finally, I would point to the last page where each princess is wearing a crown on top of their different hair types. I would focus on the fact that they are all smiling because they all love their hair type.
6. What activity might you have students engage in after the read aloud?
I would have students draw themselves and a friend that has a different hair type then they do. Underneath their drawing, they will write “(friend) and I love our hair!”. This activity will further implement the point behind the text regarding how the physical differences among us do not affect the love we have for our friends or ourselves. This activity is engaging because children love their friends and will want to draw them. It also connects to students and their lives on a personal level.