Sulwe
Page 19-20 in Sulwe.
Tompkins' (2016) strategy of shared reading included Pre-reading, reading, responding, exploring and applying (Fellowes and Oakley, 2020). Teachers who use the book; Sulwe in the classroom can utilise this strategy to help assist a child's creativity. Students first make prior assumptions about the book, then the book is read aloud to them. Following this, students respond by discussing through probing questions such as, “What does Sulwe’s mum say about beauty?” or “Do you think that Sulwe’s friends are being nice to her? Why/why not?”. Finally, students will explore and apply the deep meanings of the text into a form of their own such as a story, a drawing etc (p. 299)
Wide Big World
Page 29-30 in Wide Big World.
Page 29-30 in Wide Big World can be used as a stimulus for a task where students explore the word ‘unique’ – what unique things they see on the page, what the word means and write down what makes them unique. Children’s social interaction, visual perception and collaboration will develop through identifying the differences between themselves and their peers/people they see in the book. Thus, through the identification of diversity, an inclusive and culturally responsive curriculum where all students’ differences are acknowledged, will be maintained (Lynch, 2014). Question probes such as “Why do you think we have different skin colours?” Will assist in a child's cognitive skills through identifying cultural differences and countries.
My Two Blankets
Page in My Two Blankets
Using this page as a reference children can use origami as a craft activity to extend on their fine motor skills and cultural awareness. To extend on this learning children can learn about each other's culture and learn the words in each language of the origami pieces they have made (Penn State Extension, 2012). Question probes teachers could use during this activity can be related to cultures and learning more about them such as what country do you or your ancestors come from? What is something you find interesting or exciting about your culture? Once children have started to learn about other children's cultures you could prompt questions about what they learnt about new cultures and countries.
The Boy At The Back of The Class
Page in The Boy At The Back Of The Class
During the story Ahmet starts to become comfortable with his new environment when he plays ball games. Exploring games from other cultures could allow children to feel connected to their peers and find similarities. An educator should ask children “are there any games you like to play with your family?” Sport Australia (2019) has games that are inspired by traditional owners of Australia. After implementing some of these games educators can ask “which games did you enjoy or not? why/why not?” as well as “did any game remind you of a sport or game you already know?”