Sample Titles Available
EVERY VOICE HAS A STORY
Celebrating Black and Latino Boys | Empowering Girls in STEAM | Celebrating Girls of Color | Elevating Latino Stories
REPRESENTATION MATTERS
Each Rising Voices Library provides students with high-interest, culturally relevant texts that give context to today’s world while celebrating the stories of the historically underrepresented. These books, paired with innovative teaching materials aligned to the CASEL Framework, promote a classroom community that broadens the perspectives of students from all backgrounds and enables deep discussions about inclusivity, respect, and empathy for others. Rising Voices encourages identity development through robust literacy instruction and empowers the next generation of critical thinkers and learners.
Books Empowering Girls in STEAM
Books Celebrating Black and Latino Boys
TEACHER’S GUIDE GRADES K–2
GRADES K–2 TEACHER’S GUIDE
Rising Voices: Empowering Girls in STEAM shares stories of women who have thrived in science and the arts, giving all students the confidence to pursue these careers.
Rising Voices: Celebrating Black and Latino Boys shines a light on stories of the most underrepresented literary protagonists in our classrooms—boys of color—as role models, thinkers, and leaders.
Elevating Latino Stories Elevating
Celebrating Girls of Color DEVELOPED WITH DR. M. ANN LEVETT
TEACHER’S GUIDE
TEACHER’S GUIDE GRADES K–2
GRADES K–2
RVELS_TG_K-2_Cvr.indd 2
20/07/22 6:46 PM
Rising Voices: Celebrating Girls of Color counters the negative stereotypes that confront girls of color every day and chip away at their self-esteem, their confidence, and their dreams for their futures.
Rising Voices: Elevating Latino Stories showcases the accomplishments and potential of diverse Latino protagonists across a variety of backgrounds. This collection was created in partnership with the Association of Latino Administrators and Superintendents (ALAS).
CULTURALLY RESPONSIVE TEACHING Culturally responsive teaching focuses on supporting underserved students through incisive instruction, social justice, and multiculturalism. This ensures that all students within the classroom community—no matter their background—are introduced to perspectives and insights that reflect both their experiences and the wider world around them.
Each grade-level library includes: 50 books (25 titles including 5 anchor texts, 2 copies each)
Access to a companion resource website Storage bins Labeling stickers
Teaching Cards (1 per anchor text) Teacher’s Guide (either K–2 or 3–5)
Connecting Students to Social-Emotional Learning The benefits of social and emotional learning extend beyond test scores: by connecting reading to social-emotional learning, students can build a positive self-image as readers and learn valuable analytic and executive function skills.
Celebrating Girls of Color DEVELOPED WITH DR. M. ANN LEVETT
Teacher’s Guide 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.
TEACHER’S GUIDE GRADES K–2
GRADE 2
Teaching Cards Each grade-level library includes five Teaching Cards that offer culturally responsive, 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.
Ten Ways to Hear Snow written by Cathy Camper; illustrated by Kenard Pak
AT A GLANCE The morning after a blizzard, Lina ventures out into the snowy city for a visit with her grandmother, Sitti, to do something they love to do together: cook. Sitti has limited eyesight, and as Lina makes her way to Sitti’s building, she listens to the sounds around her and wonders whether these sounds are ways in which her grandmother now experiences snow. Lina and Sitti connect with each other and to the world around them through what they hear and what they do. The author’s use of language also helps readers feel they are right there, alongside Lina, experiencing this special day.
Genre/Text Type: Realistic Fiction/Picture Book
Strategy Focus: Visualize
Social-Emotional Focus: Relationship Skills
Rising Voices Theme Someone Like Me/ Memorable Characters
INTRODUCE THE BOOK Display the front cover to the children. Share with them that Ten Ways to Hear Snow is about a girl, Lina, and her grandmother, Sitti, who notice different ways to hear snow. Ask: When you think about snow, what do you think about? Have you ever thought about how to hear snow? What might that sound like? Let’s read and count with Lina to find out the ten ways she hears snow! DURING READING As you read the book, pause to discuss the questions below. Encourage students to turn and talk with partners or share their thinking with the whole group. pp. 3–7 When Lina looks out her window, she sees a street blanketed in white. Where is she going on this snowy morning? Why do you think Lina turns down her parents’ offer to join her? (key ideas and details, make inferences)
Note to the Teacher • Read-Aloud Tip Have fun reading aloud the special words the author uses to describe sounds like ploompf and swish-wish. Allow time for children to look at the illustrations and connect images and sounds. • Language Support The use of adjectives is very important in the story. Remind students that adjectives describe nouns. Discuss some of the author’s vivid descriptions, such as powdery sound or whiskery noise . • Background The author is an Arab American who was born and grew up in Wisconsin. She draws on her childhood experiences and includes a few Arabic words in this story: Sitti (grandmother), habibti (dear girl), and warak enab (stuffed grape leaves). Vocabulary muffled (p. 5) softened a sound squinched (p. 8) made narrower radiator (p. 21) a metal fixture that provides heat cocoons (p. 25) protective coverings
pp. 8–13
As Lina makes her way to Sitti’s, she hears snow in different ways. How do the details in the illustrations connect to the words the author uses to help you better understand what Lina hears? (visualize, picture clues)
pp. 14–19 Lina continues her walk to Sitti’s home and meets her friends, Rachid and Mariam, building a snowman. But then...what happens? Which words and details in the text and illustration help you understand the seventh way to hear snow? (context clues, visualize) pp. 20–27 Lina and Sitti make stuffed grape leaves together. Why do you think the illustrator shows how to make the stuffed grape leaves? What can you tell about Sitti and Lina’s relationship from how they work and play together? (picture clues, make inferences) pp. 28–32 In the beginning of the story, Lina isn’t sure if Sitti knows it snowed
overnight because of Sitt’s poor eyesight, but Sitti surprises her. What details help you understand how Sitti knew there was snow outside? How do you learn to appreciate your different senses through this story? (visualize, make connections)
caterpillars make around themselves while changing into moths
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.
Scan Here to Learn More
For more information, call us at (800) 387-1437 or visit scholastic.com/risingvoices
5180-25 9/23
Page i Page ii Page 1 Page 2Made with FlippingBook - Online catalogs