Creating Culturally Relevant Collections to Support the Common Core Carol Doll and Kasey Garrison Teacher Librarian

June 2013: pp. 40-45 Recommendations of what to look for in books you use with children: 1. Honesty: A genuine portrayal of the culture. A writer must be true to the world and the people he ,<she> writes about (Clark, 1969). How do we know: check with those who know the culture to determine if the characters in the book honestly represent the culture depicted. Doll and Garrison recommend talking with people who are familiar with the culture. 2. Accuracy: The content correctly depicts the people and activities within the book. Look for a bibliography to verify the research that backs up the book, and check the background of the author/illustrator. 3. Reality: Real life situations should be presented devoid of sensationalism and exaggeration. It is important to check books for reality of real-life experiences that all human beings experience as well as particular experiences that people of represented cultures have. Again, it may be important for librarians or those choosing books to check in with those who are familiar with the particular culture represented. 4. Imagination: Along with reality, is there an opportunity for children to use their imagination in this book? Educators and librarians can evaluate the level of imagination in a piece of multi-cultural literature by simply asking themselves if kids would enjoy reading it (p. 16). 5. Appreciation: Does the book show appreciation for the culture represented as well as appreciation for life and the world around us? The book should convey respect in a neutral manner without an agenda, either obvious or hidden.

Keys to understanding CCSS Standards are written CC.3.SL.1.d CC: Common Core, then grade level, SL: Speaking and Listening, then number of standard and if there is a substandard, there is a lower case letter Other areas in language arts: Career and College Readiness Anchor Standards RI: Reading Information Text RF: Reading, Foundational Skills Broad strokes: CCSS connected to AASL Standards AASL CCSS 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. CC.3.SL.1.d Comprehension and Collaboration: Explain their own ideas and understanding in light of the discussion. CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic. CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CC.K.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CC.K.R.I.4 Craft and Structure: With prompting and support, ask and answer questions about unknown words in a text. CC.K.R.L.4 Craft and Structure: Ask and answer questions about unknown words in a text. CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CC.2.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from provided sources to answer a question. L: Language W: Writing SL: Speaking and Listening

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

CC.3.SL.1.d Comprehension and Collaboration: Explain their own ideas and understanding in light of the discussion. CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CC.K.R.F.4 Read emergent-reader texts with purpose and understanding. CC.K.R.I.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text. CC.K.R.I.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CC.K.R.I.8 Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text. CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.1.R.I.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC.1.R.I.6 Craft and Structure: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. CC.1.R.I.7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas. CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1. CC.2.R.F.4.a Read grade-level text with purpose and understanding. CC.2.R.I.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.R.I.2 Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CC.2.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the same topic. CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points and key details presented in two texts on the same topic. 1.1.7 Make sense of CC.K.R.I.3 Key Ideas and Details: With prompting and support, information gathered describe the connection between two individuals, events, ideas, or from diverse sources by pieces of information in a text. identifying CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting misconceptions, main and and support, identify basic similarities in and differences between supporting ideas, two texts on the same topic (e.g., in illustrations, descriptions, or conflicting information, procedures). and point of view or bias. CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CC.2.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the same topic. CC.3.R.I.6 Craft and Structure: Distinguish their own point of view from that of the author of a text. CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points and key details presented in two texts on the same topic. CC.3.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).