Sample Titles Available
Grades K–5
EVERY VOICE HAS A STORY Inspiring Students en español • Celebrating Black and Latino Boys Empowering Girls in STEAM • Celebrating Girls of Color • Elevating Latino Stories Amplifying AANHPI Narratives • Honoring the Richness of Black Stories
THE RISING VOICES MISSION
We believe that we can enrich education across the country by committing to:
• Connecting literacy development and life skills to enhance student well-being .
• Equipping teachers with the tools to implement robust literacy instruction and broaden students’ understanding of the world around them. • Providing stories for everyone with engaging and authentic books that will elevate the entire school community. Rising Voices encourages student development through literacy and empowers the next generation of critical thinkers and learners.
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Choose from a growing selection of libraries:
Rising Voices builds literacy skills and promotes student well-being with authentic literature, high-quality texts, and teaching tools for meaningful and purposeful instruction. These collections are expertly curated by a team of editors and educators who assess titles based on a set of compelling criteria, including storyline, audience appeal, and quality. Teaching with Meaning and Purpose
The books and teaching materials are centered on themes for students to connect concepts that resonate with their lives, experiences, and interests.
Each grade-level library includes:
1 50 books (25 titles, including 5 anchor texts; 2 copies each) Students will discover stories for everyone, in every title. The books selected expose learners to rich language that motivates them, captures their interest, and introduces them to the world around them.
5 Teaching Cards (1 per anchor text) Teaching Cards offer in-depth options for exploring each anchor text as an interactive read-aloud, building vocabulary, practicing high-utility reading strategies, and extending literacy through writing, discussion, and other creative activities. 1 Teacher’s Guide (either K–2 or 3–5) The Teacher’s Guide gives educators the tools to lead whole-class read-alouds, book clubs, and independent reading with the texts in these libraries. Prompts for conferring and connecting with students and families are included to increase engagement. Storage bins and labeling stickers Stay organized in the classroom and make it easy for students to find books from these collections. Access to a companion resource website * The companion website provides additional instructional support for teachers to use the books in Rising Voices as a launching point to explore themes, initiate important conversations, and model excellent writing.
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*Available for Celebrating Black and Latino Boys, Empowering Girls in STEAM, Celebrating Girls of Color, and Elevating Latino Stories
Coming Soon!
Tomorrow’s leaders may not yet have seen themselves in a book. But we have the power to change that.
Andrea Davis Pinkney, Vice President and Executive Editor for Scholastic Trade Books; New York Times best-selling author of Martin Rising: Requiem for a King
Books Celebrating Black and Latino Boys
GRADO 5
GRADE 1
Frida, el misterio del anillo del pavo real y yo escrito por Angela Cervantes; ilustrado por Rafael López UN VISTAZO AL LIBRO
The Cot in the Living Room written by Hilda Eunice Burgos; illustrated by Gaby D’Alessandro
Inspiring Students en español
Elevating Latino Stories Elevating
Inspiring Students en español
Inspiring Students en español
AT A GLANCE The girl narrating this story wants to sleep on the cot in the living room, but her mami explains that it’s meant for guests. As each child comes over and spends a night on the cot and away from their own families, the girl becomes more and more jealous. It’s not fair! But after spending one scary night on the cot in the living room, she starts to understand that maybe it’s not as fun as she initially thought. Filled with newfound empathy, the girl comes up with a clever solution to make these special nights fun for everyone.
Paloma Márquez y su madre pasan un mes en la Ciudad de México, donde nació el padre fallecido de Paloma. Ella espera encontrar recuerdos de su padre, pero se siente fuera de lugar y con dificultades para comunicarse en español. Paloma se ve involucrada en un misterio relacionado con el legado de la artista Frida Kahlo, lo que la lleva a sentirse empoderada gracias a nuevas amistades y al autodescubrimiento inspirado en el enfoque artístico de Kahlo. Las habilidades de observación ayudan a Paloma a resolver un crimen y le enseñan sobre el arte y la vida.
When sisters Usha and Aarti look up at the same seven stars, they see different things. Aarti sees the Big Dipper, but Usha sees the Big DIGGER! And cousin Gloria sees the Big Kite! What’s going on?
Genre/Text Type: Realistic Fiction/ Picture Book
Strategy Focus: Compare and Contrast
Social-Emotional Focus: Relationship Skills
Escribir sobre Las observaciones
Conexión con áreas de contenido Arte, Aztecas, Familia y amistades
Género/Tipo de texto Misterio/Novela
GRADES K–2 TEACHER’S GUIDE
PRESENTAR EL LIBRO • Defina el vocabulario esencial antes de leer el libro en voz alta con los estudiantes. autorretrato (pág. 24) pintura o imagen de uno mismo
Tema de Rising Voices Héroes y ejemplos de vida Consejos didácticos Desarrollo de contexto El arte de Frida Kahlo es admirado en todo el mundo y refleja tanto la cultura indígena de México como su creatividad única. El legado de Frida Kahlo es especialmente apreciado en México. Apoyo al lenguaje El texto utiliza palabras descriptivas que muestran que Paloma observa con detalle lo que la rodea. Por ejemplo, en la página 63, Paloma piensa que la adivina tiene una sonrisa “silenciosa” y que parece “sospechosa”. Luego, en la página 66, la describe como “nerviosa”. Estas habilidades de observación ayudan a que Paloma resuelva el misterio. Ayude a los estudiantes a notar la terminación - osa en estas palabras descriptivas y anímelos a encontrar más ejemplos en el libro con la terminación - osa /- oso . Conexión con el inglés Ayude a los estudiantes a identificar palabras parecidas con significados similares en español e inglés. Por ejemplo:
INTRODUCE THE BOOK Display the front cover to the children. Explain that this book is about a family that keeps a cot, or a portable bed that can fold up, in their living room. Say: The little girl in this story wants to sleep on a cot that her family keeps in the living room, but her family won’t let her sleep there! Ask: Why do you think the girl’s family might have a cot in their living room? Do you think the girl will ever get to sleep on that cot? Let’s read to find out! DURING READING As you read the book, pause to discuss the questions below. Encourage children to turn and talk with partners or share their thinking with the whole group. pp. 2–7 The girl who is telling the story (the narrator) says that she wants to sleep on the cot in the living room, but her mami tells her it’s for guests. Think about why the girl wants to sleep on the cot. Why might she feel this way? Who is coming over that night? (make inferences, key ideas and details)
Rising Voices Theme Someone Like Me/ Memorable Characters
homenaje (pág. 170) acto que muestra respeto o admiración pavo real (pág. 45) ave grande con plumas largas y coloridas
Note to the Teacher • Read-Aloud Tip Several times the narrator says, “It’s not fair.” When reading aloud page 28, read the line differently to indicate the girl’s change in attitude. • Language Support Use the illustration on pages 2 – 3 to support the meaning of cot for children who are unfamilar with the word. Discuss fairness to help children understand the different ways the narrator thinks about what’s “fair.” • Background This story is inspired by the author’s childhood. When she was young, her mother would babysit children in their neighborhood while their parents worked, sometimes keeping children overnight. These experiences helped the author appreciate her own family’s situation. Vocabulary wrinkle (p. 6) a messy fold in fabric shift (p. 8) a time when someone needs to work for his or her job peels (p. 18) takes off a layer or covering mushy (p. 24) too soft This edition is only available for distribution through the school market. scholastic.com
• Muestre a los estudiantes los colores vibrantes de la cubierta y converse sobre el título del libro y su significado. Diga: En este libro, Paloma, la protagonista, se ve involucrada en un misterio. Aunque esta historia es ficción, Frida Kahlo fue real y una de las artistas más famosas de México. ¿Qué relación podría haber entre Frida Kahlo, un anillo de pavo real y la historia de Paloma? ¡Leamos para descubrirlo! LEER EN VOZ ALTA Lea y comente el libro sección por sección durante varios días, usando las siguientes preguntas. Anime a los estudiantes a compartir sus ideas en parejas o con el grupo. caps. 1–4 Paloma está nerviosa pero emocionada por ir a México. ¿Por qué creen que se siente así? ¿Cómo describirían su primera noche en México? caps. 5–9 Paloma tiene un sueño vívido y se une al plan de Gael y Lizzie. ¿Cómo creen que su experiencia en México se complica más de lo esperado? caps. 10–12 ¿Por qué creen que Paloma está tan decidida a realizar esta misión secreta? ¿Qué creen que descubrirá? caps. 13–16 Paloma asume un gran riesgo. ¿Cuáles son las consecuencias? ¿Qué opinan de cómo enfrenta los desafíos nuevos? ¿Cómo creen que reaccionarían en una situación similar? caps. 17–21 Paloma descubre información inquietante. ¿Por qué creen que la
Sandhya Prabhat has illustrated more than a dozen picture books. Originally from India, she now lives in the Bay Area of California. Amitha Jagannath Knight grew up in Texas and Arkansas and now stargazes with her family in Massachusetts. This is her debut book.
pp. 8–11
Papi asks whether Raquel would like to play with dominoes. How does the girl who is telling the story feel about this? How is this different from her own experience with dominoes? What does the girl wish she had in her room that she does not have? (make inferences, compare and contrast)
pp. 12–19 Edgardo and Lisa come over the next two nights. Let’s look closely at the illustration on page 13. What does the narrator think that Edgardo gets to do when her papi offers the boy a snack? How do you think Lisa feels about staying over for the night? (picture clues, make inferences) pp. 20–23 Finally! The narrator will get to sleep on the cot in the living room. Do you think she will like it? Why or why not? (make predictions) pp. 24–29 Sleeping in the living room is not as great as she imagined! She now has a new understanding about the guests staying over. How is the way the narrator feels about Raquel staying over now different from when Raquel came over earlier in the story? (compare and contrast) pp. 30–33 The narrator has an idea to make Raquel feel more comfortable at their
Scholastic Inc. 557 Broadway New York, NY 10012 Printed in the U.S.A. TEACHER’S GUIDE GRADES K–2
GUÍA DEL MAESTRO
TEACHER’S GUIDE
autora incluyó la mentira y la acusación sobre el Sr. Farill en este punto de la historia? ¿Cómo creen que esto cambia la forma de pensar de Paloma? ¿Y la de ustedes?
caps. 22–25 Paloma se siente agotada por todo lo que está pasando. ¿Por qué creen que está tan dividida en sus lealtades? ¿Cómo creen que pensar en Lulu la ayuda? caps. 26–29 Paloma es reconocida como una heroína. ¿Cómo creen que ha cambiado? ¿Qué creen que ha aprendido sobre la amistad y el arte?
GRADOS K–2
GRADES K–2
descubrir/discover detective/detective fotografías/photographs
home. How does her idea help Raquel? Think of a time you wanted to help someone feel more comfortable in a situation. What did you do to make that happen? (problem and solution, make connections)
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