Reading Globally, K-8: Connecting Students to the World Through Literature

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Overview

Showing how teachers can infuse global literature throughout the K–8 curriculum, this inspiring guide recommends numerous outstanding books and provides a wealth of teaching ideas.

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Editorial Reviews

Carol Gallegos
"The authors illustrate how to teach to the standards using literature. More importantly, they explain why it is essential to do so if we are to prepare our children for life in a 21st century global society. "
Victoria Seeger
"This comprehensive volume helps educators at many levels become more skilled at providing high quality, meaningful, diverse literature experiences for students. The authors skillfullyweave global text titles, authors, web sites, and strategy instruction throughout the book."
Nelda Brangwin
"Using both picture books and chapter books, the authors show specific ways in which literature can be used across the curriculum to help students see themselves as part of a global community. "
Carol Gallegos
"The authors illustrate how to teach to the standards using literature. More importantly, they explain why it is essential to do so if we are to prepare our children for life in a 21st century global society."
Nelda Brangwin
"Using both picture books and chapter books, the authors show specific ways in which literature can be used across the curriculum to help students see themselves as part of a global community."
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Product Details

  • ISBN-13: 9781412973922
  • Publisher: SAGE Publications
  • Publication date: 9/28/2010
  • Pages: 147
  • Sales rank: 684,545
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

Barbara A. Lehman is Professor of Teaching and Learning at The Ohio State University, where she teaches graduate courses in children's literature and literacy at the Mansfield Campus. Her scholarly interests focus on multicultural and global children’s literature and child-centered literary criticism. She co-edited Teaching with Children's Books: Paths to Literature-Based Instruction (National Council of Teachers of English [NCTE], 1995) and co-authored with Evelyn Freeman Global Perspectives in Children's Literature (Allyn & Bacon, 2001). Her third title, Children’s Literature and Learning: Literary Study Across the Curriculum, was published by Teachers College Press (2007). She has had articles published in Ch LA Quarterly, Children’s Literature in Education, and the Journal of Children’s Literature, among others. She has co-edited the Journal of Children’s Literature (Children’s Literature Assembly of NCTE) and Bookbird: A Journal of International Children’s Literature for the International Board on Books for Young People. She has served on and chaired book and author award committees, such as NCTE’s Award for Excellence in Poetry for Children Committee, the Children’s Literature Assembly’s Notable Books in the Language Arts Committee, the Hans Christian Andersen Award U.S. nominating committee, the USBBY’s Astrid Lindgren Memorial Award nominating committee, the International Reading Association’s Arbuthnot Award Committee and the Notable Books for a Global Society Committee, and the Ch LA Article Award Committee. She is president-elect of USBBY (to be president in 2011). She was a Fulbright Scholar in South Africa during 2004-2005, and the 2009 recipient of the Arbuthnot Award from the International Reading Association.

Dr. Evelyn B. Freeman is Dean and Director of The Ohio State University-Mansfield. She also serves as Executive Dean for Ohio State’s regional campuses. Dr. Freeman is professor in the School of Teaching and Learning and teaches courses in children’s literature and language arts. Her research interests focus on multicultural and global children’s literature, and nonfiction literature for children. She has served as co-editor of the Journal of Children’s Literature, Bookbird: A Journal of International Children’s Literature, and the Children’s Books column of The Reading Teacher. She has co-authored three books: Using Nonfiction Trade Books in the Elementary Classroom (1992, NCTE); Connecting Informational Children’s Books with Content Area Learning (1997, Allyn and Bacon); and Global Perspectives in Children’s Literature (2001, Allyn and Bacon). Dr. Freeman has written numerous book chapters and her articles have appeared in Language Arts, Bookbird, and The Reading Teacher. She has presented at professional conferences nationally and internationally. Active in professional organizations, Dr. Freeman chaired the Notable Books for a Global Society Committee and the Orbis Pictus Award for Outstanding Nonfiction for Children Committee. She has served on USBBY’s Astrid Lindgren Memorial Award Nominating Committee. In 2007, she received the Distinguished Service Award from the National Council of Teachers of English. Dr. Freeman is immediate Past-President of the Children’s Literature Assembly of NCTE.

Patricia L. Scharer is a Professor of Education at The Ohio State University. Her research interests include early literacy development, phonics and word study, and the role of children's literature to foster both literary development and literacy achievement. Her research has been published in Reading Research Quarterly, Research in the Teaching of English, Educational Leadership, Language Arts, The Reading Teacher, Reading Research and Instruction and the yearbooks of the National Reading Conference and the College Reading Association.
She has served as co-editor of the Journal of Children’s Literature, Bookbird: A Journal of International Children’s Literature, and the Children’s Books column of The Reading Teacher. Professor Scharer is also co-editor of Extending Our Reach: Teaching for Comprehension in Reading, Grades K-2 and Guiding K-3 Writers to Independence: The New Essentials. She is co-author of Rethinking Phonics: Making the Best Teaching Decisions. She is a member of the national Literacy Collaborative Trademark Committee and recently conducted federally-funded research in partnership with University of Chicago, Lesley University, and Stanford University.

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Table of Contents

List of Figures viii

Acknowledgments x

About the Authors xii

Introduction 1

Organization of the Book 2

Chapter 1 The Need for Global Literature 4

The Importance of Global Literature in Children's Lives 6

The Contemporary Context 8

History and Availability of Global Children's Literature 12

Global Literature Defined 16

Goals for Global Literature 17

Conclusion 19

Part I Infusing Global Literature Throughout the Curriculum 21

Chapter 2 Literary Theme Studies and an Integrated Curriculum 23

A Literary Framework 23

Incorporating the Framework Across the Curriculum 27

Theme Studies 28

Integrating the Curriculum 30

Conclusion 33

Chapter 3 Integrated Language Arts 34

IRA/NCTE Standards for the English Language Arts 35

Conclusion 48

Chapter 4 Social Studies 49

Topic 1: "Wake Up World" (Primary Grades) 50

Topic 2: World War II and the Holocaust (Upper Elementary/Middle School) 52

Curriculum Strand: Individual Development and Identity (Upper Elementary/Middle School) 56

Curriculum Strand: Individuals, Groups, and Institutions (Primary Grades) 59

Biographies and Memoirs (Upper Elementary/Middle School) 62

Seeking Peace and Justice (All Grades) 64

Conclusion 65

Chapter 5 Science and Mathematics 66

Children's Literature and STEM Education 66

Animals: Other Creatures that Share Our Earth 69

Life Cycles and Other Patterns 70

Habitats Around the World 72

Environmental Change and the Need for Conservation 73

World Health Awareness 75

Technology: The Benefits, Risks, Costs, and Ethical Issues 76

How Things are Made and How They Work 78

Scientific and Mathematical Contributions from Diverse Cultures 79

Earning, Saving, and Investing Money 81

Conclusion 84

Chapter 6 The Arts 85

Music and Dance 85

Art and Artists 89

Becoming an Artist 95

Drama 96

Conclusion 99

Part II Issues Teachers Face 101

Chapter 7 How Should I Evaluate Global Books" 103

How Can I Know if these Books are Authentic" 104

What Else Do I Need to Know to Make Good Book Selections" 110

Conclusion 119

Chapter 8 Frequently Asked Questions about Global Children's Literature 122

1 How can I fund the purchase of global children's literature for my classroom and school library" 123

2 How should we decide which books to buy" 124

3 How can I work with colleagues to plan for using global children's literature across the grades" 124

4 What's the best way to handle sensitive topics like war, prejudice, human injustices, and cultural taboos like bodily functions or practices" 125

5 How should I respond if parents object to a book" 126

6 How can I help my students relate to places, people, times, and events they have never seen, heard, or experienced" 127

7 How can I help parents understand the importance of global literature" 128

8 How do I fit global literature into our district-mandated curricula that occupy much of the day" 128

9 How does global literature contribute to meeting state and national standards" 129

10 Will using global literature raise test scores" 130

Chapter 9 What's Next" Going Global and Bringing It Home 131

Getting Started 131

Final Thoughts 133

References 135

Index 141

The CD:

Resource A Further Recommended Reading for Teachers

Resource B Resources for Locating and Learning more about Global Children's Literature

Resource C An Annotated List of 341 Children's Books Cited in the Book

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