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鈥淗ow can I make this text more accessible and inclusive for all of听my learners?鈥�

I have taught kindergarten for 19 years, and this is a question I鈥檝e learned to ask myself when choosing books. Is the story or informational text inclusive of each and every learner and their need to be included and considered? Can I pair the book鈥攑articularly a book related to science, technology, engineering, and mathematics (STEM)鈥攚ith makerspace, art, audio, and movement resources to forefront children鈥檚 learning and engagement? The diversity of reading materials and resources in my classroom library offers so many books to explore, inspires so many questions from children, and adds so much value to the听learning experience.

I currently teach 18 kindergartners in Washington, DC. Many of them come from book deserts, where texts are not readily accessible. Those that are often lack content that represents children鈥檚 identities and lived experiences. To increase children鈥檚 access to diverse literature, I like to place books throughout our learning setting鈥攊n the class library, in table boxes, and in social and emotional learning areas like our relaxation corner. The fiction and nonfiction texts I choose are filled with faces that look different, colors that aren鈥檛 always primary, and settings that provide a听global perspective.

When introducing a book (or any lesson, including in STEM) to my class, intentionality is key. Before choosing a particular text, I find it effective to begin with the end goal: What do I want children to learn? I align that objective with the Common Core State Standards, then dig deeper into what children鈥檚 authentic work might look like and how I will gather assessment information related to their work, play, and learning. Throughout this process, I keep in mind each child鈥檚 interests, strengths, contexts,听and needs.

I then look at a selection of books, considering the titles, pictures, vocabulary, and possible cross-curricular connections as well as how the story may elicit a social and emotional or cultural connection. I often find it valuable to identify a related text that can be used to scaffold children鈥檚 learning, providing more rigor or more visual images听to interpret.

Once the text is chosen, the journey begins. I develop听open-ended听and higher-order thinking prompts. (鈥淗ow did the story make you feel?鈥�; 鈥淒id the character in the story make you think of something you may have seen, said, done, or heard?鈥�; 鈥淭ell me more about how you connected or didn鈥檛 connect to the story.鈥�) I write these on sticky notes and place them at the bottom of the book鈥檚 pages to guide an interactive read aloud. Then I dig into the story鈥檚 vocabulary, looking for words that will access children鈥檚 background knowledge, spark their conversations, and pique their interests. I consider if I can use a multimodal material, such as a graphic interchange format (GIF), to bring the words to life. Are there any adjectives or terms I can express in a different modality (singing, dancing, gesturing, acting)? How can I differentiate this story for children with different abilities and needs or for children who are multilingual learners? This kind of preparation increases children鈥檚 engagement, interest, and learning. If a story is available digitally, I often share it with families to initiate and expand on discussions听at home.

Making STEM Connections During One Read Aloud

The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin听is beautifully written by Julia Finley Mosca and illustrated by Daniel Rieley. It鈥檚 the first of the Amazing Scientists series and details how Dr. Grandin, who was diagnosed with autism spectrum disorder (ASD) as a child, used her strengths to connect with animals and invent improvements for farms around听the world.

The book, written in rhyme, offers one perspective of someone living with ASD. During our read aloud and subsequent discussions, children talk about what they see, think, and wonder about Dr. Grandin. Questions听have included

• 鈥淚s autism something that someone should be听sad about?鈥�
• 鈥淲hy and how do people听get autism?鈥�
• 鈥淚f I draw pictures of a story, will I be able to become听a scientist?鈥�
• 鈥淚f I think in pictures like a doctor, will my brain听get bigger?鈥�

This book鈥檚 rich and inclusive messages allow children to make important social and emotional connections while cultivating early reading skills. The text also ties into STEM content: The science teacher鈥檚 encouragement guides the character. Dr. Grandin uses an engineering approach to bring her invention to fruition. The book鈥檚 pop-out text offers a step-by-step analysis of STEM-like higher-order and听critical thinking.

As we鈥檙e reading, I ask the children to count the cows shown on a page. Then, they mirror the messages depicted in the book鈥檚 thought bubbles by creating their own thought bubbles to express who they are and what they鈥檙e learning. I add a STEM connection by having the children create real bubbles at the science station. We count those bubbles for a math connection. Working with partners, children create a story using design software (technology) that allows them to write and illustrate narratives that reflect Dr. Grandin鈥檚 character. Often, they act out these stories. We also use word webs to dissect the meaning of the book鈥檚 vocabulary, which includes words like听unique, normal, invention, solution, special,听and听taunted.

Final Thoughts

Thinking and planning with purpose while considering children鈥檚 outcomes encourages the kindergartners in my class to want to read more books, including STEM titles. Incorporating lessons using multiple modalities and strategies to include all learners creates connections among the children and to the text, which brings about a joy听of reading.

Photographs:听header image,听漏听Getty Images; inset, courtesy of the author
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