Each grade-level library includes five Teaching Cards that offer options for exploring each anchor text. Using the Anchor Texts and Teaching Cards
A quick overview identifies teaching highlights, like content-area connections and writing about reading, to encourage academic growth.
GRADE 1
Honoring the Richness of Black Stories
Song in the City written by Daniel Bernstrom; illustrated by Jenin Mohammed
AT A GLANCE Inspired by his own visual impairment, the author wrote this lively, warmhearted picture book to encourage people to celebrate their sense of hearing and listen to each other and the pattern of rhythms of everyday sounds. In this story told in rhyme, the author uses his main character, Emmalene, a young girl who is visually impaired, to show readers how listening to the sounds in the city can bring joy.
Genre/Text Type Realistic Fiction/ Picture Book
Content Area Connections City Sounds, Family, Music
Write About What Emmalene Is Thinking
INTRODUCE • Teach these essential vocabulary words before reading aloud the book to children. beat (p. 10) the regular rhythm of something, like a drum serenade (p. 34) a song played or sung by one person or a group of people symphony (p. 2) a long piece of music played by many instruments • Display the front cover to children and read the title. Explain that although she cannot see, Emmalene uses her sense of hearing to turn each sound into a pattern of rhythms—what she calls her songs. Ask: Think about the sounds you might hear when you listen to a bus, a fire truck, or a church choir. Which of these sounds do you think Emmalene will turn into her own special city song? Let’s read to find out! READ ALOUD If time permits, you may wish to read the book twice. First read it all the way through and invite general reactions. Then read it again, pausing to discuss the questions below to prompt deeper comprehension. Encourage children to turn and talk with partners or share their thinking with the whole group. pp. 2–7 The illustrations show Emmalene using a white cane to get around. She stops to enjoy each sound she hears. Why do you think Grandma Jean doesn’t hear what Emmalene hears? Why does Grandma Jean use the word commotion , which can mean a lot of noise and fuss, when she describes the city sounds?
Rising Voices Theme Someone Like Me/ Memorable Characters
Offers tips for building background knowledge and language support.
Teaching Tips Build Background Emmalene, the young girl in the book, is blind and uses a white cane to get around the city. As she walks, tapping her cane on the sidewalk and swinging it gently from side to side, the cane prevents her from bumping into things. Using a white cane builds Emmalene’s confidence and independence. A white cane also signals to readers that Emmalene doesn’t use her sense of sight in the same way sighted people do. Language Support Tell children that throughout the book Emmalene calls sounds she hears a city song. The text in large, colorful type shows the city song Emmalene hears. Focus on pages 2 and 3. Ask children to listen as you read aloud each of the city song patterns on these pages, inviting them to tell what is making that sound. For example, What makes the sound “TAP-TAPPA-TAP”? Is it the dog, Emmalene’s white cane, or a car? What about the sounds “YIP- YIPPA-YIP,” “SIZZLE-SIZZLE,” or “pitter- patter-DRIP!”? If time permits, read other sound words, inviting children to identify the object that is making those sounds.
Emmalene happily asks Grandma Jean if she hears “that tinkling tune” and tells her to “listen to the city!” How does Grandma Jean react?
pp. 8–15
pp. 16–25 Grandma Jean is content, but Emmalene looks upset in church. Why does Emmalene feel frustrated when Grandma Jean sings with the choir and says, “that’s a song”? Emmalene tries to explain what she means, but Grandma Jean doesn’t understand. What else might Emmalene do to help Grandma Jean understand? pp. 26–35 Grandma Jean tries to hear the city song, but she can’t until Emmalene covers her eyes. How does covering Grandma Jean’s eyes help Grandma Jean understand what Emmalene has been experiencing? Does Grandma Jean feel differently now? How can you tell? pp. 36–39 Think about how Grandma Jean learned to listen to the city song. What are sounds you hear in your home or school that make up a song?
RVHRBS_TC_G1_SongintheCity.indd 1
8/19/25 3:05 PM
Prepares for reading by introducing essential vocabulary that adds context and empowers children. Provides a “hook” to engage children and build on what they already know.
Suggested prompts support strategic responses to text, higher-level thinking, and interaction as children turn and talk or discuss their ideas with the whole class.
14 • Rising Voices: Honoring the Richness of Black Stories
10 | Rising Voices: Honoring the Richness of Black Stories
Made with FlippingBook - Online catalogs