CI 402E MULTICULTURAL READ ALOUD

Courtney Hale

GENERAL INFORMATION

BOOK TITLE: MY DADIMA WEARS A SARI

AUTHOR: KASHMIRA SHETH

ILLUSTRATOR: YOSHIKO JAEGGI

GRADE LEVEL OF STUDENTS: 3RD GRADE

RESEARCH OF PICTURE BOOK

This particular book has won several awards:
  • Notable Social Studies Trade Books for Young People- 2008
  • Best Children's Books of the Year —Bank Street College of Education 2008
  • CCBC Choices: 2008
  • Selected for Read On Wisconsin! (preschool group) 2007
  • Georgia Picture Book Award Nominee 2009-2010

INCLUSION OF MULTICULTURAL LITERATURE

1. Be rich in cultural details: The book explains how the women in India wear and use their sari on a daily basis. It also has colorful illustrations to go along with the descriptions to show a clearer explanation of the text information in the book.

2. Demonstrates unique language or style: exposes children to words in other languages. This particular book has words such as Dadima, sari, and pallu that children in America may not otherwise be exposed to.

3. Portrays cultural accuracy of characters: This story is based off of the aurthor's life and her cultural background and heritage.

STRATEGIES FOR TEACHING SELECTED VOCABULARY

1. Go over with the students that during this activity you want them to keep their hands to themselves, stay at a level zero unless they are called on, respect and listen to others when they are speaking, and raise their hand if they want to speak.


2. Introduce the book, talk about how it is about a girl named Rupa and her Dadima. Explain the first vocabulary word, Dadima and that it means "Grandmother" in their Hindu language.


3. Ask question #1.


4. Begin reading the story. Stop to ask question #2.


5. Introduce the students to the next vocabulary word sari explain how it is a garment that Hindu women wear that is made out of a long piece of cotton or silk that wraps around their body.


6. Continue reading book, ask students question # 3.


7. Start reading again, ask question # 4.


8. Finish the book, ask students the final question.


9. Have students go back to their assigned seats.


10. Remind the students of the vocabulary words, and go over the definitions.


11. Introduce the students to the group activity that they will be doing. Explain that they will be doing a dramatization activity with their table groups. Explain what the activity is and that each group will come up with their own action to describe the vocabulary word.


12. Demonstrate to the students what they will be doing by using the vocabulary word sari.


13. Explain to students that they will now use the vocabulary word Dadima to do the activity.


13. Allow time for students to come up with a dramatization to show others.


14. Have each table group present their dramatization.


15. Do closure.

SAMPLE QUESTIONS BEFORE, DURING, AND AFTER READ ALOUD PRESENTATION

1. This story is about a girl Rupa and her sister Neha, and their Dadima which means "grandmother" in the Hindu language. What special name do you have for a member of your family?


2. Rupa is talking a lot about her Dadima and her sari, what do you think the sari is?


3. Dadima describes using her sari in many different ways like as a fan, such, and an umbrella. What is something else you could use the sari for?


4. Dadima just told us about some special occasions that she wore special saris. Do you have a favorite piece of clothing that means something special to you?


5. In Rupas family it is a tradition for the women to wear saris. What is one of your families traditions that you have?

REFLECTIVE RESPONSE TO PICTURE BOOK AND READ ALOUD EVENT

1. I picked this particular book for my 3rd grade classroom because I wanted to expose them to a different culture. Most of my students ethnic backgrounds are European, African American, and Hispanic, since this book was discussing the traditions and customs of an a family from India I thought this was a good learning experience for my students.


2. The strengths of this read aloud/ vocabulary presentation was first of all the corporation of my students. They raised their hands when they wanted to respond to the questions i asked, and that remained seated and stayed quietly as I read to them. Also, the pacing of my reading was not too fast or too slow so students were easily able to follow along with the story. The questions that i decided to ask that went along with the vocabulary words that I choose also allowed the students to share with me more about their personal home lives. By using construction paper with the vocabulary words on them really helped for the students to see the word in print and connect more with the words meaning.


3. What I need to do differently is to have a set number of students to answer the questions instead of asking all the students who raised their hands. Also to do a better job of not going to the same students all the time to answer my questions. I also need to work on gaining students attention back to the front of the room after i have had them go into their groups to do work. I also may use a document camera to display the book I am reading so all students can see the pictures. Also, I should of had a picture on its own of the sari to present to the students when I was doing the vocabulary word for it so they could connect better.


4. Implementing multicultural children's literature that is culturally and linguistically diverse relative to my elementary students has helped to expose the students to a new culture that they may otherwise not have the opportunity to learn about, and to see that although other cultures are different than their own it is still relatable to their own.