Alma and how she got her name “Or” by Juana Martinez-Neal was one of Orr’s first choice books to launch the department. In this book, Alma Sofia Esperanza José Pura Candela wonders why she has so many names. Her father explained how she got each gift. After introducing the character of Alma, Orr asked students to share their thoughts on her name. “Does it look too long?” Students often use this opportunity to make comments such as “I’m named after my grandmother, too!”She also stopped to discuss Alma and how she got her name This gives students the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Al asked.
Another book used by Orr is your name is a song By Jamila Tompkins-Bigelow. The book tells the story of a young girl who becomes frustrated when no one pronounces her name correctly. The main character’s mother teaches her the musicality of names from other cultures. The story resonated with students and bridged the common experience of mispronunciating names. Through these books, Orr said, students begin to realize that names can carry rich histories. In total, each read aloud and discussion takes about 25 minutes so her young students don’t get bored or restless.
Extend the conversation beyond the classroom
Books can also serve as catalysts for taking conversations beyond the classroom.The importance of understanding Schools and families work together to develop children’s sense of identity, she recommended that students go home and discuss the meaning and story behind their name with their families. Kay said this part of the unit can lead students to self-exploration and open a window into parental decision-making. Orr proactively reaches out to parents to inform them of discussions taking place in class so they are not blindsided by their children’s questions. She emphasized that participating in these conversations at home is optional, just like sharing in the classroom. “They can make it fit their comfort level,” Orr said.
In class, Orr and Kay suggested starting the next conversation with, “Who wants to share something they learned about their name from their family?” Through this conversation, students can share their new understanding and feelings about their names. Orr is often surprised by the unique stories and experiences students come forward with. Some Latino students told her that other teachers Americanized their names. For example, a teacher might use a flat “i” like the sound in zip instead of “David” (where the “i” is pronounced with a long “e” sound). She also remembers a fifth-grader in the first grade who had recently immigrated from China. “I swear she spent a week trying to get me to say her name correctly,” she admitted.
Orr points out that elementary school students often just accept the way their name is pronounced until they have this conversation in class. Name discussions may not always lead children to advocate for themselves, but they are more likely to advocate for other students, she said. “The power between adults and children is still so strong. However, they will stand up to that power on behalf of others, and they will make it clear that, in fact, no, it is not what you say it is.”