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Culturally Diverse Student1st grader, Sam (pseudo)New MexicoKendra Wright
Student OverviewAge: 71st gradeFemaleBilingual – Navajo and English
Home LifeBilingual Navajo/English spoke at
homeLow income familySeparated parents/step parentsOne younger sibling with motherTwo older siblings with dad
AcademicsLow reading skills and abilityLow writing abilityMedium math skills and abilityBroken English skills
Sam’s broken English skills affect her reading and writing skills.
Funds of KnowledgeLanguageBilingual language skills – Navajo
and EnglishNavajo spoken in her homeIntroduces class to culture and
heritage◦Sam’s mother participated in Native
American Day, teaching students how to say some words in Navajo.
Funds of KnowledgeCulturalCelebrations
◦Sam shares about the “parade” and pow wow dances with the class through her writing.
Language◦Sam shares with classmates how to say
the names of objects in Navajo.Traditions
◦Sam shares cultural traditions with the class, such as sand paintings, games, and ceremonies.
Funds of KnowledgeFamilyFamily traditions
◦Attend ceremonies◦Participate in dances and the parade◦Cooking family recipes◦Create sand paintings with family
members are ill◦Plays games with siblings, cousins,
and parents
Funds of KnowledgeExperiencesLearn traditional dancesParticipate in bilingual class
◦ Speaks fluent Navajo◦Participates in discussions in
bilingual classCan teach others how to play
games and discuss how to sheer sheep for wool weaving
Funds of KnowledgePracticalUse sheep wool to show how to
weave◦Able to carry on family traditions and
life skillsTeach and play games with
others◦Social skills, share language
Can tell stories through storytelling◦Share cultural stories and practice
language skills
Strengths and ChallengesLanguage barrier
◦Affects reading and writingAble to contribute to class
discussionsWhen considering CCSS, our
school lacks the support of specialists to help ELL students
TESOL endorsement is required by all teachers in my district
Parent InvolvementParent involvement in our
classroom◦Volunteers to help bilingual Navajo
students during reading and writing◦Volunteers to assist with Native
American Day activitiesField trip volunteer
Challenges with CCSSStandards do not “define the full
range of supports appropriate for English language learners and for students with special needs (Yanoff et. al, 2014).”
Standards do not define a student’s reading success as much as how we see ourselves as readers (Abodeeb-Gentile & Zawilinski, 2013).
ReferencesYanoff, E., LaDuke, A., & Lindner, M.
(2014). Common Core Standards, Professional Texts, and Diverse Learners: A Qualitative Content Analysis. Language And Literacy Spectrum, 247-27.
Abodeeb-Gentile, T., & Zawilinski, L. (2013). Reader Identity and the Common Core: Agency and Identity in Leveled Reading.Language And Literacy Spectrum, 2334-45.