Understanding Your World: Developing a Multicultural Lens in Upper Elementary
The most recent issue of Live Oak Magazine featured a deep dive into various aspects of Live Oak's literacy program. Read this article from that piece about how the curriculum supports a diverse range of experiences and perspectives in literature.
By: Sharon Lee & Annie Fleury, 4th Grade Teachers
The fourth grade throughline for literacy at Live Oak School centers on the question: How can we develop a deeper understanding of our own experiences and the experiences of others to build community? We intentionally use books with diverse characters and perspectives to serve two essential purposes: as mirrors—helping students see themselves reflected in literature—and as windows—opening views into the lives and experiences of others. This idea builds empathy, validates all students’ identities, and creates the foundation for a more inclusive learning community.
The fourth grade throughline for literacy at Live Oak School centers on the question: How can we develop a deeper understanding of our own experiences and the experiences of others to build community? We intentionally use books with diverse characters and perspectives to serve two essential purposes: as mirrors—helping students see themselves reflected in literature—and as windows—opening views into the lives and experiences of others. This idea builds empathy, validates all students’ identities, and creates the foundation for a more inclusive learning community.
When students encounter their own experiences and identities in texts, they develop confidence as readers and learners. Equally important, when they step into the “windows” that diverse literature provides, they build understanding across differences—essential skills for navigating an interconnected world. Together, mirrors and windows help students recognize both their unique perspectives and their common humanity.
Near the end of the year, fourth graders engage in a Historical Fiction Book Club unit centered on California history—directly connecting literacy with our social studies curriculum. Students transition from teacher-led discussions to running their own book clubs, building agency and collaborative skills. As they lead discussions, they’re actively constructing community and understanding through dialogue. Students encounter characters from diverse backgrounds navigating pivotal moments in California history, particularly characters who faced challenges due to their race or gender. They discover how the same historical events impact different characters differently—recognizing that perspective shapes experience. They also see the resilience, strength, and hope of different communities.
This reinforces our central question: understanding our own and others’ experiences builds community.
Through peer-led discussions, students analyze character motivations and growth, identify themes and symbolism across texts, make connections between historical context and personal experience, and think critically about how history shapes lives. In this way, our literacy program helps students develop an understanding of diverse perspectives, recognizing shared humanity, and building a stronger community together.
See this and other articles around literacy learning and more in the full digital issue.
See this and other articles around literacy learning and more in the full digital issue.
Live Oak學校歡迎並接納任何種族，膚色，國籍和民族血統，公民身份，性別認同，性別表達，性取向和信仰的學生，以享受Live Oak學校的所有權利，特權，計劃和活動。Live Oak學校不會因種族，膚色，國籍和民族血統，公民身份，性別認同，性別表達，性取向以及對其教育政策和計劃，招生政策，調整后的學費計劃以及體育和其他學校管理的計劃管理的信仰而歧視。