Possibilities and challenges Kathy G. Short University of Arizona
Investigate the world Recognize perspectives Communicate ideas Take action – missing from the CCSS We need to prepare kids for life and the world as well as for college and career
CCSS focus on engaging in close reading of texts and in examining the author’s point of view Reader response – Missing from CCSS • Personal connection/response is the first step – necessary but not sufficient. • Personal response + textual analysis Analyze text AND analyze your connections and point of view and your cultural lens
Focus on building a strong knowledge of global issues and cultures, learn how to evaluate and compare sources of information. Involve a move beyond just collecting facts CCSS do not recognize the contribution of narrative and story to global perspectives • Takes reader beyond the surface of culture to the deep values, beliefs, and actions – immerses readers in how people live and think
Provide examples of text complexity • Qualitative, quantitative, and reader/task Focus on classics • Not culturally or globally diverse • Language and text structures tend to be formal and archaic Need to diversify the exemplar text lists • Multicultural and global cultures • Contemporary culture
CCSS emphasizes the need to • Integrate knowledge and ideas by reading across texts • Encourage comprehension and collaborationPairing texts provides a way to globalize the text analysis and collaborative conversations – Pair a global book with another text
Book lists, searchable data base, on-line journal of teacher vignettes, on-line journal of critical reviews of children’s and adolescent literature wowlit.org Will post lists of books that provide a more global focus and meet the text complexity levels on the web site in Fall 2012.