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San Diego State University

College of Education
Syllabus
TE 530 Children’s/Adolescent Literature
Three Credit Units
Spring, 2015
Professor:
Dr. Barbara Moss
EBA 215
Email: bmoss@mail.sdsu.edu
Office Hours: by appointment

Rationale:

Children’s/Adolescent Literature introduces teachers to the vast array of books available today for
children as well as young adults. The course will examine the role of children’s literature in the era
of Common Core State Standards, recent trends in children’s literature, and critical aspects of
different literary genre. The course will increase student awareness of appropriate criteria for
evaluating the literary and artistic qualities of children's books. An important focus of the class will
be the Common Core State Standards and what they mean in terms of book selection for
complexity and instructional practices such as close reading and independent reading. A major
purpose of the course is to provide students with strategies for using children's literature in the
classroom, particularly those designed to encourage the uses of new literacies and develop student
understanding of many different literary forms, especially informational books.

Texts:
Course materials are online at Blackboard https://blackboard.sdsu.edu/webapps/login
You will need to know your red id and create a password to get in.

Tompkins, G. (2013). Fifty literacy strategies step by step (4th Ed). Upper Saddle River, NJ:
Merrill.

Miller, D., & Moss, B. (2014). Not this, but that: No more independent reading without support.
Portsmouth, NH: Heinemann.

Website: A Compendium of Children’s Literature Resources

http://edweb.sdsu.edu/bmoss/index.html

Learning Outcomes and Measures

Learning Outcome Outcome Measures

The student will
1. Recognize and distinguish among the
various representative genres of children’s
literature.
In-class activities
Assignment #3 Postmodern Pic Books
Assignment #4 Folk/Fairytale
Assignment #5 Lit Circle Discussion
Assignment #7 Visual Profile
Online Assignment #3 Fantasy Novel
Online Assignment #5 Multicultural Lit

various representative genres of children’s Assignment #3 Postmodern Pic Books
literature.
2. Analyze the values and purposes of
literature for children.
2
Assignment #4 Folk/Fairytale
Assignment #5 Lit Circle Discussion
Assignment #7 Visual Profile
Online Assignment #3 Fantasy Novel
Online Assignment #5 Multicultural Lit
In-class activities
Online Assignment #1 Role of Literature
Assignment #7 Visual Profile

3. Evaluate the contributions of In class activities

outstanding authors and illustrators of Assignment #1 Author Assignment
children's books. Assignment #2 Book Award
4. Develop and demonstrate strategies In-class activities
for using children's books in the Assignment #5 Lit Circle Discussion
classroom, especially close reading. Online Assignment # 2 Viewing Guide
Online Assignment # 3 Fantasy Novel
Online Assignment #6 Critical Literacy
Assignment #8 Close Reading
5.Apply evaluative criteria to particular In-class activities
children's books. Assignment #2 Book Award
Assignment #3 Postmodern Pic Books
Assignment #4 Folk/Fairytale
Assignment #7 Visual Profile
Online Assignment #5 Multicultural Lit
6.Demonstrate the ability to use literature In-class activities
across the curriculum. Assignment #7 Visual Profile
Assignment #8 Close Reading
Online Assignment #2 Viewing Guide
Online Assignment #6 Critical Literacy
8.Evaluate multicultural books for cultural In-class activities
authenticity. Online Assignment #5 Multicultural Lit
9. Demonstrate the ability to evaluate In-class activities
books for text complexity. Assignment #8 Close Reading
10. Demonstrate classroom uses for In-class activities
multiple types of informational texts. Assignment #7 Visual Profile
11. Evaluate teaching strategies that Online Assignment #6 Critical Literacy
reflect a critical literacy stance.
12. Analyze the central role of Online Assignment #4 Independent
independent reading in the classroom and Reading
apply that knowledge to their own
classroom.
13. Evaluate the classroom role of close In class activities
reading in effective literacy instruction. Online Assignment #2 Viewing Guide
Assignment #8 Close Reading
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COURSE CALENDAR

Date Topic Tasks (Assignments are listed on the date they

are due)
Week 1 Course Overview
1/21 What is Children’s
F2F Literature?
How does children’s
literature differ from adult
literature?
Week 2 The Role of Children’s Read
1/28 Literature in Today’s Creating Space for Children’s Literature
ONLINE Classroom Review Appendix B Common Core State
Common Core Focus: Text Standards for your grade level (text exemplars)
Exemplars
What role should children’s Due: Midnight 1/28: Online Assignment #1
literature assume in your Discussion Board Literature in the Classroom
classroom?
Where and how does
children’s literature fit into
the Common Core State
Standards?
What should the role of the
text exemplars be?

Week 3 Evaluating Literature for Read

2/4 Quality and Complexity What Is a Good Book?
F2F What criteria are used to Chapter 2 Exploring the Literature of Fact
distinguish quality narrative
and informational Due: Assignment # 2 Children’s Book Award
children’s books from Bring an award winning book to class
others?
What are the characteristics
of award winning book?
How do I evaluate for text
complexity?
Week 4 Online Read
2/11 Common Core Focus: Close Close Reading in the Elementary School (on BB)
ONLINE Reading Introduction/Text
Annotation Due: Midnight 2/11: Online Assignment #2
What is close reading? Close Reading Viewing Guide
How do teachers at different
grade levels do close
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reading?

Week 5 Picture Books Read

2/18 How have picture books Postmodern Picture Books
F2F evolved in the post-modern Exploring Visual Images in Picture Books
era?
Creating Text Dependent Due: Assignment # 3 Postmodern Picture Book
Questions Analysis. Bring your book to class.
What are the roles of
annotation and text-
dependent questions in close
reading?
Week 6 Traditional Literature Read Spells of Enchantment
2/25 How do different authors
F2F and illustrators retell and Due: Assignment # 4 Folk/Fairytale Venn
interpret traditional tales in Diagram. Bring your books to class.
different ways?
Week 7 Online Work Read Complete reading of fantasy novel.
3/4 Fantasy Novel
ONLINE What are the characteristics Due: Midnight 3/5-3/8 Online Assignment #3
of fantasy and how do Small Group Fantasy Book Discussion.
authors integrate them to
create unique works of
literature?

Week 8 Common Core Focus: Due: Midnight 3/11 Online Assignment #4

3/11 Independent Reading Discussion of No More Independent Reading
ONLINE What should the role of Without Support
independent reading be in
your classroom?
What are its benefits to your
students?

Week 9 Common Core Focus: Read

3/18 Informational Texts Overview of Literature Circles and Roles
F2F Why are informational texts Ten Essentials for Teaching Informational Texts
essential for students today?

Week 10 Common Core Focus: Read

3/25 Informational Texts A New Way to Look at Literature
F2F What strategies can you use
to teach informational Due: Assignment #7 Visual Profile Assignment
texts?
NO CLASS March 30-April 3 Spring
Break
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Week 11 Online Work: Multicultural Due: Midnight 4/8 Online Assignment # 5
4/8 Literature Multicultural Literature Discussion
ONLINE How can you identify bias in
multicultural books?
What books accurately
portray members of
underrepresented groups?
Week 12 Online Work: Critical and Due: Midnight 4/15 Online Assignment #6
4/15 Media Literacy Critical and Media Literacies. Upload
ONLINE How can critical and media assignment on BB.
literacy help students
comprehend more deeply?

Week 13 Young Adult Books Due: Assignment #5 Realistic/Historical Book

4/22 Realistic/Historical Fiction Literature Circle Discussion. Bring your novel
F2F Literature Circles and completed role sheet to class.
How can literature circles
provide a means for
student- directed book
discussion?
Week 14 Online Work: Due: Midnight 4/29 Online Assignment # 7
4/29 Close Reading Peer Close Reading Peer Evaluation. Upload
ONLINE Evaluation assignment on BB.
How can peer evaluation
improve your own close
reading lesson?
Week 15 Poetry/Creative Dramatics Due: Assignment 8 Close Reading Assignment
5/6 How can poetry and Due.
creative dramatics engage
readers?
Close Reading Lesson
Sharing

COURSE REQUIREMENTS

Professionalism 10
Author Flier/Presentation 15
Children’s Book Award C/NC
Close Reading Assignment 20
Folk/FairytaleVenn/PostModer C/NC
n Picturebook
Lit Circles 5
Visual Text Analysis 15
Online Modules 35
TOTAL 100
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Failure to complete credit/no credit assignments will result in a deduction of 5 points per
assignment.

EVALUATION

Points will be awarded for each assignment mentioned above.

Grading scale is shown below:

A 93-100
A- 90-92
B+ 86-89
B 83-85
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D Below
70

EXPECTATIONS

1. Professionalism. Your professionalism grade will be based upon class participation, and
preparation. Participation is required and attendance is required for participation.
In class assignments cannot be made up. Please inform me of extenuating
circumstances BEFORE you miss class. It is your responsibility to sign the attendance
sheet each class session. Failure to do so indicates that you were not present. If you
come in late, see me and I will sign you in.

2. Assignments considered by the professor to be substandard will be returned with the

words SEE ME on them. A consultation with the professor is required. Such assignments
must be re-done and re-submitted with the original assignment one week after they were
returned. The point values of the original paper and the redo will be averaged for a
final grade on the assignment.

3. Late papers will be lowered one grade for each day they are late.

4. The SDSU plagiarism policy will be strictly enforced. Copying text from a website
constitutes plagiarism. If you do this, you will receive an F on the assignment.

5. Preparation. You are expected to bring books to share as indicated. You are also
expected to prepare for discussions as indicated on the syllabus and noted in class,
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complete all readings, and participate in informal group activities and online
experiences. You are expected to select books that are new to you rather than old
favorites.

6. You may submit assignments via email if you meet the following criteria: Papers that do
not meet these criteria will not be accepted.

• You list the course number and name of the assignment in the subject line
• You put your name on the paper within the document—not just in the email!
• You send the assignment as an ATTACHMENT.

7. Please turn off cell phones during class.

8. All work must be typed and double-spaced using 12-point font.

Please use Ariel or Times New Roman. Please keep a copy of every assignment for your
records.

9. The syllabus is subject to change as needed.

10. Please check Blackboard regularly for accuracy of recorded grades. No changes will be
made after the last date of class.

11. The University Policy File includes the following statement on Absence for Religious
Observances:

• By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
• Instructors shall reasonably accommodate students who notify them in advance of
planned absences for religious observances.

12. Computer usage. Many students like to use their computers to view Power Points
during lectures and so on. You may use your computer, but if you are consistently
surfing, answering email, and doing non-class related activities, I will ask you to shut
your computer and you will not be able to use it for the remainder of the class time.

13. Students With Disabilities

Students who need accommodation of their disabilities should contact me privately to

discuss specific accommodations for which they have received authorization. If you need
accommodation due to a disability, but you have not registered with Student Disability
Services at (619) 594-6473 (Calculi Center, Suite 3101), please do so before making an
appointment to see me.
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COURSE ASSIGNMENTS

Course Readings

Readings and PowerPoint slides are available on Blackboard. Please review the PowerPoint
slides for each week.

Assignment 1: Author Assignment: Flier, Book Trailer, or Glogster Presentation (10 pts)
(individual)

Note: This assignment is due on the date indicated on the sign up sheet. Please write down
this date and be prepared on that date.

• Select an author from the list provided in class. Read at least one of the author’s books. Plan to
present information on your author on the date you signed up for in class. The time limit for this
presentation will be 5 minutes STRICTLY ENFORCED.

General Requirements

• Find information about your author. My website “A Compendium of Children’s Literature”,

can help you with this, or if you prefer you can just do a Google search. Most authors today have
extensive websites.

To complete this assignment your author presentation should include:

1) SELECTED biographical information about the author;

2) some information about the author’s characteristic style of writing or illustration;
3) selected awards received;
4) a list of some of the author’s books;
5) Internet resources about your author; and
6) a short read aloud excerpt (one minute) from one of the author’s books that demonstrates the
author’s style and/or might entice your peers to read the book.

You will complete one of the options below and share what you have learned (flier, glogster, or
trailer) during your presentation. Please bring one or two examples of books by your author.

Assignment Options:

Option 1 Create a flier about your author. Include brief biographical information, information on
awards won, a list of some of the author’s books, and information about the author’s style of
writing or illustration. (see sample on BB)

Option 2 Create a glogster about your author (see sample on BB). Include selected components
of the above information.
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Option 3 Create an original book trailer (don’t use someone else’s) about one of the author’s
books.

Assignment 2: Children's Book Award (CR/NC) (individual)

• Locate information on a children's book award. I have provided a link on BB and/or if

you check my website you will find links to a number of awards you might use.

• Read to learn about the award and the criteria for it. Then locate a book that has won that
award. I prefer that you explore awards other than the Newbery and Caldecott.

a) Locate the criteria for the award that you use for this assignment. BRING IT TO
CLASS

b) In a small group, be prepared to discuss 1) why you picked the book 2) why is
deserved the award and 3) whether or not it met the criteria of a good book, whether
fiction or nonfiction, based on what you read for this week.

c) Bring your book to class for sharing.

d) Come to class prepared to share this information in a small group.

Assignment 3: Postmodern Picture Book Analysis (CR/NC) (individual)

Read the articles Postmodern Picture Books and Exploring Visual Images in Picture Books.
Locate an example of a postmodern picture book. Please do not use The True Story of the Three
Little Pigs. Carefully analyze the book to make sure that it meets the criteria for this type of
book, or consult the list I have posted for you on Blackboard. Pick a book that is new to you, not
an old favorite.

1.Read your picture book 3 times: once focusing on the text, once focusing on the illustrations,
and once focusing on the interplay between the two.

2.Bring the answers to the questions below (in note form, not a formal paper) to class along with
your book.

a. Explain why you think it is a postmodern picture book. What characteristics of

postmodern picture books does it have?

b. What type of artistic medium did the author use? (Hint: You may be able to find
information on the artistic medium used in the book on the first page.)

c. What did you notice about the uses of shape and lines in your book? What kinds of
feelings did they evoke?

d. What did you notice about the author’s uses of color?

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e. Was there anything especially interesting about the layout of the book or the pages?

f. Did the illustrations and text work effectively together? Do they match the story, theme, or
mood? Why or why not?

g. If the book is nonfiction, based on Tunnell’s criteria or the 5 As, is the book a good one?
Why or why not?

Assignment 4: Folk/Fairytale Venn Diagram (individual) (CR NC)

Select a particular story from the folk or fairytale tradition (this includes fables, myths, tall tales,
legends, etc.) that has been retold by different authors and illustrated by different artists.
Examine at least 2 different interpretations of that work. You may want to compare an older and
a newer version. Requirements for this assignment include:

1. Creating a Venn diagram comparing the interpretations. (See below)

2. Prepare a brief (5-10 minute) presentation wherein you compare and contrast these
different story interpretations. You will share your findings in a small or large group,
depending on our class size. Bring both book examples to class.

As you complete this assignment consider each of the following questions:

1. What are the differences among the textual interpretations of the story?
2. Are the different versions intended for different audiences?
3. How do these versions compare with the earliest available version?
4. What are the differences among the visual interpretations of the story?
5. Is the story content (character, mood, plot, etc) altered by the illustrations?
6. Do visual and verbal points of view correspond and complement each other?

Possible titles/topics could include:

Johnny Appleseed
Pecos Bill
Paul Bunyan
John Henry
Cinderella (Ella Enchanted)
The Little Match Girl
The Three Little Pigs
Sleeping Beauty
The Gingerbread Man
Beauty and the Beast

Assignment 5: Literature Circle Discussion (individual) (5 points)

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• This assignment will require that you read information about literature circles, print out
role sheets, select roles, complete role sheets, and participate in a literature circle
discussion about a realistic or historical fiction book.

• In class you will select a book to read with a group. You will determine which role you
will assume for the discussion.

You will:
a) read the selected book and complete the appropriate role sheet.
b) bring that role sheet to class on the data indicated
c) participate in the literature circle discussion with your group
d) Turn in the completed role sheet

Assignment 6: Online Assignments (individual) (5x7=35 pts total)

You will engage in online assignments that include small and large group discussions,
viewing videos, uploading assignments, etc on multiple occasions as part of your work in
this class. Discussions will focus on books read, articles and online resources, and so on.

Online Assignment #1 Discussion Board: The Role of Literature

• In this online module you will consider the role of literature in today’s classroom.
Four responses are due to the discussion board by midnight 1/28/14.

Online Assignment #2 Viewing Guide

• This online module will focus on close reading. You will read about the topic and
view videos showing close reading in action.
Your video viewing guide is due by midnight 2/11/14.

Online Assignment #3 Small Group Discussion Board Fantasy Novels

• You will complete a small group online discussion board focused upon the genre of
fantasy as revealed in the fantasy title you chose. Four responses are due between
3/5/14 and 3/8/14.

Online Assignment #4 Small Group Jigsaw/Discussion This, Not That: No More

Independent Reading Without Support
• You will complete a jigsaw discussion of this book, considering its implications for
your own classroom. Four responses are due by 3/11/14.

Online Assignment # 5 Large Group Discussion Board Multicultural Literature

• This online module will explore the importance of cultural authenticity to

multicultural children’s literature. This large group discussion board will focus on
the importance area to the children you teach. Two responses are due by 4/8/14.

Online Assignment #6 Critical and Media Literacy in the Classroom

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• This online module will address critical and media literacy in the classroom. The
online assignment will focus on evaluating the uses of critical literacy with
children’s books based on lesson plans on Read, Write, Think. Upload your
responses by midnight 4/15/14.

Online Assignment #7 Close Reading Lesson Plan Peer Evaluation

• Using the rubric for the close reading assignment, you will evaluate two of your
peers’ close reading assignments and upload them on BB by midnight 4/29/14

Assignment 7 Visual Profile Assignment (individual) (15 pts)

This assignment requires that you complete an analysis of one fiction book and one nonfiction
book using the visual profile described in Penny Colman’s article. The fiction book could be a
book that you read aloud, that students read in small groups, or one that is a student favorite. The
nonfiction book should be one that is appropriate for content area teaching. Please complete the
visual profile for each book (I created a template on BB for you) and write a one-page (total)
analysis of what you learned about each book.

Assignment 8 Close Reading Assignment (partner planning/individual submission) (20 pts)

Analytic Comprehension is a critical component of the new Common Core State Standards,
which mandate literacy instruction in every content area. A close reading which involves analytic
thinking allows students to have an intimate encounter with a short, challenging text in ways that
engage them in the critical comprehension required for school and career success. Prior to
assigning or asking students to engage in a close, independent reading they must be taught how
to read closely. This can happen as you conduct a think aloud showing how to do a close reading
of a text. Preparing them to conduct a Close Reading involves explaining how this strategy can
support their comprehension.
It also involves preteaching them to annotate a text, which is a practice that proficient
readers use on a regular basis. Proficient readers annotate for many reasons. They often circle or
underline words they find confusing. They use punctuation like question marks and exclamation
marks to denote their questions or information they find surprising. They include arrows to make
connections between and among points that signify relationships. They circle big ideas, and write
examples next to them. If an author is providing multiple arguments or details, good readers may
add numbers to track these ideas. They also often rewrite a phrase that was initially confusing
but one they stuck with long enough to figure out.
During a Close Reading, students read and reread a text multiple times to deepen their
understanding. You may teach a close reading lesson in a single period or over several days,
which is preferable. Steps in creating your close reading lesson are outlined below:

1. Select a Text for your Close Reading and Complete the Text Complexity Rubric.
The selected text or passage from a text should be short and somewhat challenging. For
example it could be a few paragraphs or a page from a story in your basal reader, a
primary source document in social studies, a poem, a subsection from a chapter in a
science text, or a math problem. Select shorter pieces of text for instruction because
learning to do a close reading can be time-consuming. Selections that are typically one
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page or less work well for practicing the analytic skills required of sophisticated
readers. For younger readers, you may read the text aloud and conduct the close reading
as an interactive read aloud activity. Once students have been taught to do a Close
Reading, they can practice Close Reading with longer texts. In addition to teaching
students to understand the information in the passage you want them to learn the how to
conduct a close reading and the importance of doing so, that is, its effect on their
understanding. Because of this you may want to select a passage, a text, or a problem
they have previously had difficulty comprehending.

2. Create a Lesson Plan for your Close Reading

a. In designing your lesson ask yourself: What content information am I hoping the
students learn? and Do the questions I ask cause them to gain this understanding by
returning to the text to explore the significance of specific individual words; a phrase; a
sequence of ideas, events, or processes; or the relationship between two characters. As
part of a close reading, students must read and reread the selected text several times. This
requires students to expand their purposes for each repeated reading.
b. Design the questions you plan to ask. These questions should be text-dependent which
means that the answers may be explicitly stated in the text or deduced from evidence
presented in the text. Identify what type of question it is, and also how each relates to
your instructional purpose. For example does the literal level question ask them to define
a word, and if so how the next question might cause them to make an inference between a
stated and an implied concept in which the newly learned word is significant. Include
these questions in your lesson plan.
c. Be sure that your lesson requires students to 1) read and reread with a purpose to
further analyze, clarify, question, confirm, etc, 2) annotate the text, 3) engage in frequent
partner talk, 4) provide text based evidence for their answers, and 5) write in response to
a critical thinking question (this could involve share the pen writing for younger
children). Be sure that your questions do not become a question and answer session with
you dragging the students through your interpretation. Doing so would cause them to see
the text only through your eyes. This defeats the reason you are including a close reading.
Your lesson plan needs to be more detailed than usual in order to include the information
described herein.

Steps in a Close Reading

Initial Reading (Read with a Pencil/Annotating)
The teacher begins by providing a brief overview of the lesson purpose (to analyze the
actions of the primary character, to identify the cause of a critical historical event) and
students read the text silently or you read it with them. Be careful not to frontload so
much information that there is no cognitive investigation left for the students to do.
• Send students into the text with a purpose. For example, read to understand the
internal thinking of the character and highlight the language used to show this or
read to understand the causes of …and highlight the sequence used to illustrate
this. Another example would be Note the hypothesis being posed by the author.
Highlight the words that show that it is implicitly or explicitly shared.
• Tell students that as they read or listen to you read they should annotated the text,
and highlight the parts of the text they find confusing or that address the
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purpose for reading, circle interesting words and underline the words they
don’t know. You might want to have them add a question mark to a confusing
part. Since they are practicing, recording one or two impressions might be the
way to start.
• Next they should reread and pause to write a specific question or a comment
about each of their marks or annotations that identify why it was confusing.
• Next they should partner talk about their annotations with another student. They
should share annotations.
• Now as a class discuss their questions. You should list these for everyone to see.
Each question will most probably take them back to the text for the answer.
Next Reading
During this reading and rereading, students should be sent back into the text with other
text dependent questions that relate to the purpose. This should be very conversational with
the teacher using partner talk and thinking aloud about the text in ways that clarify the
identified student misunderstandings.
Additional Readings
For the next reading, ask additional purpose-related, text dependent questions. Students
can answer these with partners or by tables, and these questions should require them to again
return to the text for evidence. Have them select a few questions they find interesting and are
not sure of the answers. Have them attempt to answer the questions, and also note what they
had to do to find the answers. They will need to go back to the text, perhaps multiple times,
to reread. Come back together as a whole class to discuss answers to the selected questions,
the paths they used to answer them, and their responses to closely reading and questioning a
text. As you watch and listen you will be able to determine which students are learning to
question the text, and which you may need to work with as a smaller group.
Writing Activity
The final step in the lesson will involve writing in response to a question you provide. It
should require students to provide evidence based on the text.
Next Steps: Teaching the Lesson
Teaching this lesson in your classroom is a requirement of this assignment. Use the rubric
to assess your own instruction. Explain the completed rubric (1/2 page).
Reflections on the Process
Consider the following questions in your reflection (1 page)
1. What aspects of close reading were most challenging and least challenging for your
students?
2. What aspects of this assignment were most challenging and least challenging for you?
3. What would you change about your lesson and its delivery if you could?
Checklist for Analytic Comprehension through Close Reading
Be sure you have included each of the following:
1. A copy of the text you used.
2. The completed text complexity rubric
3. A detailed lesson plan incorporating all the steps outlined above (We have a template for
this).
4. A completed self-evaluation rubric and explanation (1/2 page)
5. 1 page reflection (see above) on your own lesson.
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REFERENCES

Albers, P. (2012). If you think students should be critically literate—show them how. In
Exemplary Instruction in the Middle Grades, D. Lapp & B. Moss (eds.), pp. 124-144.

Barrerra, R. B., Quiroa, R. E., & West-Williams, C. (1999). Poco a poco: The continuing
development of Mexican American children’s literature in the 1990s. New Advocate,
12, 315-330.

Beck, C. (2000). Historical fiction: Teaching tool or literary experience? Language Arts, 90,
546-555.

Colman, P. (2007). A new way to look at literature: A visual model for analyzing fiction and
nonfiction texts. Language Arts 84(3), pp. 257-268.

Daniels, H. (2005). Literature circles: Voice and choice in book clubs and reading groups.
(Second edition) Portsmouth, NH Heinemann.

Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher,
66(3), p. 179-188.

Giorges, C. (2009). Exploring visual images in picture books. In Children’s literature in the
reading program D. A. Wooten & B. E. Cullinan (Eds.), pp. 3-14.

Goldstone, B. (2004). Postmodern picture books: A new subgenre. Language Arts, 81(3), pp.
196-204.

Green, J. (2013/14). Does YA mean anything anymore? Genre in a digitized world. The Horn
Book Magazine, XC(6), p. 15-27.

Harris, V. (2003). The complexity of debates about multicultural literature and cultural
authenticity. In V. Harris (Ed.) Cultural authenticity in children's literature (pp 116-
134). National Council of Teachers of English: Urbana, IL.

Lapp, D., Moss, B., & Rowsell, J. (2012). Envisioning new literacies through a lens of
teaching and learning. The Reading Teacher 65(6), pp. 367-377.

Mendoza, J., & Reese D. (2001). Examining multicultural picture books for the early
childhood classroom. Early Childhood Research and Practice, 3, 1-3.

Lapp, D., Moss, B., Johnson, K. & Grant, M. (in press). A closer look at close reading:
Grades K-5. Alexandria, VA: Association for Supervision and Curriculum
Development.
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Miller, D., & Moss, B. (2014). Not this, but that: No more independent reading without
support. Portsmouth, NH: Heinemann.

Moss, B. (2013). Ten essentials for teaching informational texts. The California Reader,
46(3), pp. 9-21.

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