Globalizing the CCSS through globalizing the texts

1. Possibilities and
challenges
Kathy G. Short
University of Arizona

2.  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

3.  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

4.  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

5.  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

6. C CCSS Exemplars
Other possible texts

7.  CCSS Exemplars
Other possible texts

8. CCSS Exemplar texts
 Other possible texts

9.  CCSS Exemplar texts
Other possible texts

10.  CCSS emphasizes the need to
• Integrate knowledge and ideas by reading across
texts
• Encourage comprehension and collaboration
Pairing texts provides a way to globalize the
text analysis and collaborative
conversations – Pair a global book with
another text

16.  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.