"Last Stop on Market Street"
Written by: Matt De La Pena
Pictures by: Christian Robinson
The read aloud is planned for 1st graders. "Last Stop on Market Street" is a good about a Grandmother and Grandson who ride the bus the Market Street and along the way they learn about the differences between people. These are some of the awards the book has won since it's publishing in 2015
American Booksellers Association E.B. White Read Aloud Award, 2015
Caldecott Medal, Honor Book, 2016
Charlotte Zolotow, Honor Book, 2016
Newbery Medal, 2016
Picture Book Evaluation
Another thing this book does is include two or more (in this case, very many) cultural groups that interact substantively and authentically throughout the story. The Grandmother and Grandson on the bus interact with nearly everyone they come into contact with and in the end of the book they show all different kinds of people eating together and serving one another.
The final thing that this book does is includes members of different minority groups for a purpose other than to fulfill a quota. The point of the book was definitely to include people of nearly every different minority so although there are people that are all different represented in this book, it does not feel as though it is for the purpose of fulfilling a quota.
The first video features the author, Matt de la Pena, as he describes some of the thoughts he had during the writing of the book and how he managed to pack in lessons into such a short picture book.
The second video features both Matt de la Pena and the illustrator, Christian Robinson, as they promote the book. I chose to include this video in my research element because Robinson describes how he created the illustrations, he used a technique called collage which is when you use glue and little pieces of paper, tissue, or fabrics to create pictures.
Procedures for Implementing the Read Aloud and Vocabulary Presentation
Ask the students the question, "What can you tell me about this story just by the front cover and the name of the book? What is your evidence?"
Begin reading the story to the students. Stop on page two of the text when you get to the word freedom. Show the students the poster of the word freedom and ask them to repeat the work to you. Share with the students the meaning of the word freedom: the power to act or think or speak without externally imposed restraints (punishment). Ask the students to "show me" freedom using gestures or actions as they sit on the carpet.
When you get to page 10 stop after reading the entire page and ask students, "Why do you think Nana wanted CJ to smile and greet everyone?". Wait for students to discuss with you for a few minutes.
After reading page 12 ask students, "Why do you think CJ is upset? What might he be missing while he is with his Nana?" Allow students to answer the question.
On page 13 ask the students, "What does it mean when someone can't see?" The kids will probably know that the word is blind and if they don't, tell them what the word is and have them repeat it. Show the students the poster with the word blind on it and have them say it after you. Tell the students the definition of the word blind: unable to see. Ask the students to "show me" blind by using gestures or acting out the word.
On page 16 when you get to the word blind remind the students of its definition.
When you get to page 23 ask the students, "Why do you think CJ didn't see the rainbow first like Nana did?" Let the students answer. If they don't know then mention that he was only seeing the dirty city streets instead.
After reading the last page of the book ask the students, "Did you know that Nana and CJ were going to serve at a soup kitchen? Where did you think they were going before you knew that?" The students may say that they knew it all along, but try to find out what they thought before they knew it for sure.
After asking the students the final question, ask them to act out the words freedom and blind again to ensure they know the meaning of the words.
What were the strengths of the read aloud/the picture book/vocabulary teaching presentation? One of the strengths of the read aloud was the interest that the students had in the book. They love being read to and were very excited to have the book read to them. Another strength of the read aloud was the vocabulary words. The words were slightly harder for the students to understand than I would have thought but they did a good job at using gestures to describe the words to me.
What would I need to do differently next time? I think next time I will need to think of questions that are a little easier. The students were kind of quiet when I asked them the questions and didn't quite know what to say. I also could have used some sort of method for getting the students that were quiet to talk more, like popsicle sticks or something similar.
Respond to the following open-ended statement: Implementing multicultural children's literature that is culturally and linguistically diverse relative to my elementary students has great importance because it makes the students feel like they are not the only ones who have certain physical, emotional, familial, or mental differences.