From Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness provides 1) explicit guidance on unpacking self, 2) guidance on how to explore the community and lived experiences of students) and exemplar practitioner culturally relevant curriculum strategies in Humanities and STEM classrooms.

Lonnin, an English dialect word, means a shared and borrowed, unofficial, track. The Lonnin Project is deliberately genre fluid, designed to resist classification by algorithm – an illustrated verse-novel and account of a creative process in which images, objects and texts are mutually affective. A quest for belonging, and the fickleness of recall in a fragile world, affect key characters in the narrative and the hybrid Project, which, in its entirety, explores creative outputs as a reciprocal refinement between image and text, reversing the habit of thought that prioritizes creative writing over art production. Here text is provisional until the visual illustrations are settled. This creative strategy has been relatively unexplored and so provides a useful guide for practice-based researchers, particularly those interested in Performance Writing. Unusually, the text initially precedes and provokes 3D artworks which claim to belong to characters in the novel. These objects are slowly hand-built from sustainable, repurposed materials to become the antithesis of ‘merchandise’, occupying a mythical realm between the invented world of the story and material reality, where lonnin claims history resides. The objects are then re-expressed as 2D illustrations, refined to become cyanotypes, which subsequently modify the writing that originally inspired them.

This literary analysis of the representation of 'Gypsies' in juvenile literature is unique in its comparative scope, as well as in the special attention to rare pre-1850 narratives, the period in which juvenile literature developed as a specific genre. Most studies on the subject are about one national literary tradition or confined to a limited period. In this study Dutch, English, French and German texts are analysed and discussed with reference to main academic publications on the subject. Emphasis is on the rich variation in narrative presentations, rather than on an inventory of images or prejudices. An important topic is the fundamental difference between early English and German narratives. Important because of the wide dissemination of German stories.

According to the Common Core State Standards, students should be able to read closely to determine what a text says explicitly, make logical references from it, and cite specific textual evidence to support conclusions drawn from the text.
Each of the 40 short, fiction and nonfiction passages in this collection includes companion comprehension questions that target these critical reading skills and give students the repeated practice they need to build mastery in identifying main idea and details, using context clues, distinguishing between fact and opinion, and more. For use with Grade 2.

According to the Common Core State Standards, students should be able to read closely to determine what a text says explicitly, make logical references from it, and cite specific textual evidence to support conclusions drawn from the text.
Each of the 40 short, fiction and nonfiction passages in this collection includes companion comprehension questions that target these critical reading skills and give students the repeated practice they need to build mastery in identifying main idea and details, using context clues, distinguishing between fact and opinion, and more. For use with Grade 3.