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MAKING TRADITIONAL TALES CULTURALLY RELEVANT

MAKING TRADITIONAL TALES CULTURALLY RELEVANT. Josephine Rubio Edith Grisel Ríos David Córdoba. Who was not told/read stories to?. Turn and talk. What are some of the stories that you read or heard as a child? Why are those stories so memorable? Why did you enjoy them?.

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MAKING TRADITIONAL TALES CULTURALLY RELEVANT

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  1. MAKING TRADITIONAL TALES CULTURALLY RELEVANT Josephine Rubio Edith Grisel Ríos David Córdoba

  2. Who was not told/read stories to?

  3. Turn and talk • What are some of the stories that you read or heard as a child? • Why are those stories so memorable? • Why did you enjoy them?

  4. THEORETICAL FRAMEWORK • Funds of Knowledge (1992) – Luis MollBanking in the rich knowledge and resources the students’ families and culture can bring to your classroom. “We use the term “funds of knowledge” to refer to this historically accumulated and culturally developed bodies of knowledge and skills essentials for household or individual functioning and well-being” Moll, 1992

  5. THEORETICAL FRAMEWORK • Culturally Relevant Pedagogy (1995) – Gloria Ladson Billings 3 goals in mind: Academic success Cultural competence Critical Consciousness “...The second strategy implements culturally responsive, and requires schools and teachers to employ pedagogies that respond to the cultural knowledge and understandings that minority students bring to school and to affirm and incorporate these within classroom learning and teaching...” Tom Cavanagh, 2012

  6. What stories did we use? • Goldilocks and the three bears • Rubia and the three osos • Estrellita de oro(Cinderella Story in hybrid language) • The three Billy Goats Gruff • El coyote y la tortuga • Los treschivitos gruff • Anansi the Spider • Folk tales • Traditional tales • Traditional Spanish Nursery Rhymes • Songs

  7. Example 1 For compare and contrast

  8. Example 2 To teach Social Skills, Math, etc.

  9. RESULTS OF THE DISCUSSIONS

  10. READER’S THEATER

  11. Our own traditional tale Students identify themselves with characters. Students show comprehension of the concepts.

  12. LANGUAGE ARTS BILINGUAL CENTERS • Three Billy Goats Gruff Story Retell • English & Spanish Book • 3 plastic goats • 1 plastic troll (or creature) • wooden geometric shapes • (from upper grades) • The Three Little Pigs Story Retell • Book • 4 plastic pigs • 3 houses • 1 wolf

  13. LANG ARTS BILINGUAL CENTERS • Gingerbread Man • Several versions of book • Three Little Pigs • Interactive book • Little Red Riding Hood • Interactive book • 3D book • Anansi and the moss covered rock • Plastic animals (lion, deer, elephant, rhinoceros, giraffe, zebra, little bush) & Plastic food

  14. MATH BILINGUAL CENTERS • How Many Legs? • Spider Patterns • Different Colored Spiders • Drawing characters with shapes. • Three Billy Goats Gruff • Seriating different lengths of yarn

  15. SCIENCE & SOCIAL STUDIES BILINGUAL CENTERS • Science and Social Studies • Three Billy Goats Gruff Sink/Float • Comparing/Naming Spiders • Little Red Riding Hood Puppet show • Anansi Play-Doh (body parts of Spider)

  16. WIKI http://travisheightsprek.pbworks.com/w/page/65907985/Traditional%20Tales

  17. ACTIVITIES TO DEVELOP LANGUAGE ARTS SKILLS • Culturally relevant Story: “El coyote y la tortuga” • Mentioned by some parents • Read aloud story included in Tesoros • Good for story comprehension and other skills, like story structure

  18. ACTIVITIES TO DEVELOP LANGUAGE ARTS SKILLS Skills addressed: -Summarizing / retelling -Making predictions -Story structure -Inferring -Characters, setting, events -Compare and contrast

  19. Inferring, summarizing, making predictions Strategies used -Think aloud -Think-pair-share -Turn-and-talk -Stop and jot

  20. Story structure (beginning,middle and end)

  21. Story structure (beginning,middle and end)

  22. Use of songs and traditional rhymes • Traditional Mexican song: “La pulga de san José” (by José Luis Orozco) • Several parents alluded to this song • Most children were familiar with it • Excellent opportunity to work on rhythm and rhymes

  23. Rhythm and rhymes

  24. Historias de otros países El castillo de irás y no volverás (España) Juan Bobo (Puerto Rico)

  25. CONCLUSION By considering our students’ cultures, language and backgrounds an important component in our lesson planning we can make their learning process more meaningful and relevant. By implementing these types of practices and considerations you are setting your students for success.

  26. Moll, Luis (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (2), 132-141. • Ladson-Billings, Gloria (1995). But that’s good teaching! The case for cultural relevant pedagogy. Theory into Practice, Vol. 34, No. 3, pp. 159-165. • Cavanagh, T., Macfarlane, A., Glynn, T., & Macfarlane, S. (2012). Creating peaceful and effective schools through a culture of care. Discourse: Studies in the Cultural Politics of Education, 33(3), 443-455. Bibliography You can contact us at: Josephine Rubio josephine.rubio@austinisd.org Edith Ríos edith.rios@austinisd.org David Córdoba david.cordoba@austinisd.org

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