Reading globally, K-8 : connecting students to the world through literature
- Lehman, Barbara A.
- Thousand Oaks, Calif. : Corwin, c2010.
- Physical description
- xiv, 147 p. : ill. (some col.) ; 26 cm. + 1 CD-ROM (4 3/4 in.)
- Library has: 1 v. + 1 CD-
LB1575 .L37 2010
- Library has: 1 v. + 1 CD-
- Includes bibliographical references (p. 135-139) and index.
- List of Figures Acknowledgments About the Authors Introduction Organization of Book 1. The Need for Global Literature The Importance of Global Literature in Children's Lives The Contemporary Context History and Availability of Global Children's Literature Global Literature Defined Goals for Global Literature Conclusion Part I: Infusing Global Literature Throughout the Curriculum 2. Literary Theme Studies and an Integrated Curriculum A Literary Framework Incorporating the Framework Across the Curriculum Theme Studies Integrating the Curriculum Conclusion 3. Integrated Language Arts IRA/NCTE Standards for the English Language Arts Conclusion 4. Social Studies Topic 1: "Wake Up World" (Primary Grades) Topic 2: World War II and the Holocaust (Upper Elementary/Middle School) Curriculum Strand: Individual Development and Identity (Upper Elementary/Middle School) Curriculum Strand: Individuals, Groups, and Institutions (Primary Grades) Biographies and Memoirs (Upper Elementary/Middle School) Seeking Peace and Justice (All Grades) Conclusion 5. Science and Mathematics Children's Literature and STEM Education Animals: Other Creatures That Share Our Earth Life Cycles and Other Patterns Habitats around the World Environmental Change and the Need for Conservation World Health Awareness Technology: The Benefits, Risks, Costs, and Ethical Issues How Things Are Made and How They Work Scientific and Mathematical Contributions from Diverse Cultures Earning, Saving, and Investing Money Conclusion 6. The Arts Music and Dance Art and Artists Drama Conclusion Part II: Issues Teachers Face 7. How Should I Evaluate Global Books? How Can I Know If These Books Are Authentic? What Else Do I Need to Know to Make Good Book Selections? Conclusion 8. Frequently Asked Questions about Global Children's Literature How can I fund the purchase of global children's literature for my classroom and school library? How should we decide what books to buy? How can I work with colleagues to plan for using global children's literature across the grades? What's the best way to handle sensitive topics like war, prejudice, human injustices, and cultural taboos like bodily functions or practices? How should I respond if parents object to a book? How can I help my students relate to places, people, times, and events they have never seen, heard, or experienced? How can I help parents understand the importance of global literature? How do I fit global literature into our district-mandated curricula that occupy much of the day? How does global literature contribute to meeting state and national standards? Will using global literature raise test scores? 9. What's Next? Going Global and Bringing It Home Getting Started Final Thoughts References Index The CD Further Recommended Reading for Teadhers Resources for Locating and Learning More about Global Children's Literature An Annotated List of 341 Children's Books Cited in the Book.
- (source: Nielsen Book Data)
- Publisher's Summary
- In Reading Globally, K-8, the authors make the case for why it is necessary to be globally literate and multiculturally aware in today's shrinking world, and they provide the tools teachers need to incorporate appropriate reading selections into primary and secondary school classrooms. By using books from or about other countries, teachers empower students to view the world in a more positive manner, enriching and broadening their students' lives, and ultimately preparing them for life in a global economy and culture. This reader-friendly resource guides teachers and reading programme coordinators in selecting quality books for their classrooms, incorporating global literature into different content areas, and facilitating the discussions that follow. Practical guidance is provided on how to: - Integrate the reading of global texts across the curriculum, with specific application to language arts, social studies, science, maths, and the arts - Locate and evaluate the authenticity and literary merit of potential books, avoiding those that depict stereotypes - Get started!-with an annotated list of children's books, samples of student work, and classroom vignettes from teachers.
(source: Nielsen Book Data)
- Publication date
- Barbara A. Lehman, Evelyn B. Freeman, Patricia L. Scharer.