Common Core English and Language Arts K-1 Exemplar Text Set: A Critical Content Analysis of Cultural Representations

Abstract

With the implementation of Common Core State Standards (CCSS) in over forty states, teachers are putting into practice the CCSS text exemplars of text complexity. Of particular concern for the purpose of this research are the kindergarten and first grade (K-1) read aloud and independent text exemplar lists. While not intended as core reading lists, many schools are using these lists as mandated texts. A fundamental goal of primary school education is to help facilitate readers and one way is through the use of interesting and engaging books to motivate students as readers. At the initial stage of the reading process, selecting quality books for a specific group of students or an individual student constitutes an important aspect in engaging young readers. When a story provides a young reader with a material that encourages connections, their motivation to read increases. Research shows that motivation to read increases if a student identifies with elements of the story such as the characters or the setting. This research takes a close look at the kindergarten and first grade read aloud and independent texts through both a descriptive and a critical analysis to evaluate power dynamics and representations in the texts. The research questions used for this research were: (1) What are the characteristics of the CCSS K-1 text exemplars? and (2) What representations of people of color and women are present in the CCSS K-1 exemplars? The first research question was answered with information gathered from the descriptive analysis. The second question was primarily answered with information gathered from the critical analysis though the descriptive analysis also provided insight. Findings from the analyses provided data when viewed collectively that have implications for teacher educators, classroom teachers, and policy makers.