 Book Description click on image to buy the book! Supreme Court Justice Sonia Sotomayor tells her own story for young readers for the very first time! As the first Latina Supreme Court Justice, Sonia Sotomayor has inspired young people around the world to reach for their dreams. But what inspired her? For young Sonia, the answer was books! They were her mirrors, her maps, her friends, and her teachers. They helped her to connect with her family in New York and in Puerto Rico, to deal with her diabetes diagnosis, to cope with her father's death, to uncover the secrets of the world, and to dream of a future for herself in which anything was possible. In Turning Pages, Justice Sotomayor shares that love of books with a new generation of readers, and inspires them to read and puzzle and dream for themselves. Accompanied by Lulu Delacre's vibrant art, this story of the Justice's life shows readers that the world is full of promise and possibility--all they need to do is turn the page. Reflection: |
| AUTHOR BIO: Sonia Sotomayor was born in the Bronx, New York. She earned a BA from Princeton University and a JD from Yale Law School. She served as Assistant District Attorney in New York County, and then as a litigator at Pavia & Harcourt. In 1991, when President George H.W. Bush nominated her to the US District Court, Southern District of New York. In 1997, President William Jefferson Clinton nominated her to the US Court of Appeals for the Second Circuit. President Barack Obama nominated her as an Associate Justice of the Supreme Court on May 26, 2009, and she assumed this role August 8, 2009, becoming the first Latina to ever hold such a high position. She is the author of My Beloved World and The Beloved World of Sonia Sotomayor. |  Judge Sonia Sotomayor |
ILLUSTRATOR BIO:
Lulu Delacre (www.luludelacre.com) has been writing and illustrating children's books since 1980. Born and raised in Puerto Rico to Argentinean parents, Delacre is a three-time Pura Belpré Award honoree. Her thirty-eight titles include Arroz con Leche: Popular Songs and Rhymes from Latin America; Us, in Progress: Short Stories About Young Latinos; and ¡Olinguito, de la A a la Z! Descubriendo el bosque nublado/Olinguito, from A to Z! Unveiling the Cloud Forest.Delacre has lectured internationally, served as a juror for the National Book Awards, and exhibited her work at The Eric Carle Museum of Picture Book Art, among other venues.
Lulu Delacre (www.luludelacre.com) has been writing and illustrating children's books since 1980. Born and raised in Puerto Rico to Argentinean parents, Delacre is a three-time Pura Belpré Award honoree. Her thirty-eight titles include Arroz con Leche: Popular Songs and Rhymes from Latin America; Us, in Progress: Short Stories About Young Latinos; and ¡Olinguito, de la A a la Z! Descubriendo el bosque nublado/Olinguito, from A to Z! Unveiling the Cloud Forest.Delacre has lectured internationally, served as a juror for the National Book Awards, and exhibited her work at The Eric Carle Museum of Picture Book Art, among other venues.
I am fascinated with Lulu Delacre's work for Turning Pages. There is something about real pictures that help bring this story to life. In order to have students create strong connections with the text, a great illustration or an image that reflect who they are is imperative! Love how judge Sonia Sotomayor's home language and culture are highlighted throughout illustrations and photographs.
Thank you for reading!
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My English as a Second Language (ESL) for Beginners class is a period designed to serve newly arrived immigrant students who need to learn English as quickly as possible to be able to engage in content area courses.
You see, our newcomer students are held to the same accountability standards as native English speakers. These students not only are starting to develop their English proficiency but at the same time, they are studying core content areas.
In my opinion, the best thing that can help newcomers during their first few days is to gain power. Empowering students with what they CAN do. Empowering students with simple phrases to engage in social conversations. Empower students to set measurable language and academic goals.
After a wonderful week of getting to know one another and creating a great foundation where students feel comfortable in our classroom; we moved into content and language learning!
You see, our newcomer students are held to the same accountability standards as native English speakers. These students not only are starting to develop their English proficiency but at the same time, they are studying core content areas.
In my opinion, the best thing that can help newcomers during their first few days is to gain power. Empowering students with what they CAN do. Empowering students with simple phrases to engage in social conversations. Empower students to set measurable language and academic goals.
After a wonderful week of getting to know one another and creating a great foundation where students feel comfortable in our classroom; we moved into content and language learning!
Understanding Our Language Proficiency Levels
First things first, students need to understand how their English language proficiency is measured. We talked about the 4 parts of the test and learned how each part of the domains is important because it helps us: 1) Receive information (listening and reading) & 2) Produce information (speaking and writing).
Each student received their WIDA ACCESS scores (or initial placement scores) and placed their scores on the language development continuum (left picture below). Some students quickly realized what their strength is and what are they need to improve.
They thought it was fun to share and compare scores among themselves. This was not something I encouraged but they felt comfortable to do so.
After analyzing our process; we moved to align our scores with the CAN DO Descriptors provided by WIDA. This was a great opportunity to encourage students to read words in English. I had students making a list of cognates and trying to decipher the statements.
Each student received their WIDA ACCESS scores (or initial placement scores) and placed their scores on the language development continuum (left picture below). Some students quickly realized what their strength is and what are they need to improve.
They thought it was fun to share and compare scores among themselves. This was not something I encouraged but they felt comfortable to do so.
After analyzing our process; we moved to align our scores with the CAN DO Descriptors provided by WIDA. This was a great opportunity to encourage students to read words in English. I had students making a list of cognates and trying to decipher the statements.
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In order to also develop our writing skills, students created a Google slide presentation with what they CAN do and the goals we set ourselves for the next time we take the test.
Here's an example of Jorge's presentation: I Can... I Will...
Here's an example of Jorge's presentation: I Can... I Will...
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Survival English for Newcomers
We also spent a couple of days going over this great recommended survival English we need to master in order to engage in content classrooms. This is a great list but I do not recommend using it as a teaching guide. I told my students that this would be something they will be learning throughout the year and they can keep it to maybe mark off as they learn it.
Going through the list was interesting and was a great chance to clear up some misconceptions or confusions about the English language. Click on the image for a printable version of the list.
Going through the list was interesting and was a great chance to clear up some misconceptions or confusions about the English language. Click on the image for a printable version of the list.
Click image to access form
Students were having so much fun learning from each other. They were helping each other and encouraging each other to read and understand the list!
Check out this video! I caught students practicing how to spell their last name!
Check out this video! I caught students practicing how to spell their last name!
Teaching newcomers is not easy. I love having the advantage that I can speak their language so I can clarify something they don't understand.
Here is a great research I started reading about newcomer's programs. This study shows what's working and what doesn't from newcomer centers from around the nation. It's pretty long but interesting!
Here is a great research I started reading about newcomer's programs. This study shows what's working and what doesn't from newcomer centers from around the nation. It's pretty long but interesting!
Thank you for reading!
Over the summer of 2018, I took the first step to a great journey...I made the decision to transfer to Concord High School (CHS) after working six years at Irvin Elementary school. The decision was based on a burning desired within me to support students who are facing the same struggles I faced as a high school newcomer student and language learner. Read more about my personal experience as a newcomer here!
I got our classroom ready with so much excitement! However, I was more excited to meet my new students. I had already met a few of them during our ESL summer enrichment program, so I was thrilled to meet the rest of my students.
I got our classroom ready with so much excitement! However, I was more excited to meet my new students. I had already met a few of them during our ESL summer enrichment program, so I was thrilled to meet the rest of my students.