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

"The authors illustrate how to teach to the standards using literature. More important, they explain why it is essential to do so if we are to prepare our children for life in a 21st-century global society." -Carol Gallegos, Literacy Coach Hanford Elementary, CA "The authors skillfully weave global-text titles, authors, websites, and strategy instruction throughout the book." -Victoria Seeger, Instructional Coach Pleasant Hill Elementary School, Topeka, KS Discover how global literature can prepare your students for global citizenship! With an increasingly diverse nation and an ever-smaller world, global awareness is a necessity for today's students. This unique and indispensible handbook shows how teachers can use global literature to help students expand their worldview while developing increased respect for cultural diversity. The authors explain how to infuse global literature throughout the K-8 curriculum, from locating and selecting appropriate, high-quality books to developing related activities and projects for a variety of subject areas. Teachers, librarians, and reading coordinators will find: Insights on how reading global literature prepares students for life and work in an interconnected world Numerous examples of outstanding books for Grades K-8 and a fully annotated bibliography of hundreds of titles on the enclosed CD-ROM A wealth of teaching ideas for the entire curriculum, supported by classroom vignettes Answers to frequently asked questions about funding, cultural authenticity, and supporting state and national standards Bring the world into your classroom through global literature to enrich teaching and learning!

Table of Contents:
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

About 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 ChLA 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 ChLA 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.

Review :
"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." "This comprehensive volume helps educators at many levels become more skilled at providing high quality, meaningful, diverse literature experiences for students. The authors skillfully weave global text titles, authors, web sites, and strategy instruction throughout the book." "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."