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A Middle School Teachers' Guide for Selecting Picture Books (page 2)

By — Educational Resource Information Center (U.S. Department of Education)
Updated on Dec 16, 2008

References

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Charles, C. M., & Charles, M. G. (2004). Classroom management for middle-grades teachers. Boston: Allyn & Bacon.

Connor, J. J. (2003). "The textbooks never said anything about..." Adolescents respond to The Middle Passage: White Ships/Black Cargo. Journal of Adolescent & Adult Literacy, 47, 240-246.

Geography Education Standards Project. (1994). Geography for life: National Geography Standards 1994. Washington, DC: National Geographic Society.

Giorgis, C. (1999). The power of reading picture books aloud to secondary students [Electronic version]. The Clearing House, 73(1), 51-53.

Giorgis, C., & Hartman, K. J. (2000). Using picture books to support middle school curricula. Middle School Journal, 31(4), 34-41.

Hall, S. (2001). Using picture storybooks to teach literary devices: Recommended books for children and young adults, (vol. 3). Phoenix, AZ: Oryx Press.

Hellman, P. (2003). The role of postmodern picture books in art education [Electronic version]. Art Education, 56(6), 6-12.

Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers [Electronic version]. The Reading Teacher, 56, 758-770.

Hillman, C. L. (1995). Struggling middle school readers and multicultural picture books. Journal of Reading, 38, 387. By incorporating picture books in content area classrooms, teachers can provide a wider variety of reading material to enhance their curricula. Middle School Journal • September 2006 33 Hurst, C. O. (1997). Picture books in the middle school. Teaching PreK-8, 28(3), 50-51.

International Reading Association. (1999). Adolescent literacy: A position statement for the Commission on Adolescent Literacy of the International Reading Association [Brochure]. Newark, DE: Author.

International Reading Association & National Middle School Association. (2001). Supporting young adolescents' literacy learning: A joint position statement of the International Reading Association and the National Middle School Association [Brochure]. Newark, DE: Authors.

Ivey, J. (2002). Getting started: Manageable literacy practices. Educational Leadership, 60(3), 20-23.

Johnson, C. C. (2005). Making instruction relevant to language minority students at the middle level. Middle School Journal, 37(2), 10-14.

Kurstedt, R., & Koutras, M. (2000). Teaching writing with picture books as models. Albany, NY: Delmar Learning.

Lanthier, H. M., & Rich, B. (1999). Connecting art education and children's books. The New England Reading Association Journal, 35(2), 24-29.

Lynch-Brown, C., & Tomlinson, C. M. (2005). Essentials of children's literature (5th ed.). Boston: Allyn & Bacon. Marra, D. A. (1996). Teaching to the National Geography Standards through children's picture books. Journal of Geography, 95(4), 148-152.

Miller, P. C., & Endo, H. (2004). Understanding and meeting the needs of ESL students [Electronic version]. Phi Delta Kappan, 85, 786-791.

Miller, T. (1998). The place of picture books in middlelevel classrooms [Electronic version]. Journal of Adolescent & Adult Literacy, 41, 376-381.

National Middle School Association. (1996). Research summary: Young adolescents' developmental needs. Retrieved December 28, 2005, from http://www.nmsa.org/Research/ResearchSummaries/ Summary5tabid/257/Default.aspx

Neal, J. C., & Moore, K. (1992). The Very Hungry Caterpillar meets Beowulf in secondary classrooms. Journal of Reading, 35, 290-296.

Oleson, V. L. (1998). 'Incredible Comparisons': Experiences with data collection [Electronic version]. Teaching Children Mathematics, 5, 12-17.

Owens, W. T., & Nowell, L. S. (2001). More than just pictures: Using picture story books to broaden young learners' social consciousness. The Social Studies, 92, 33-40.

Patrick, B. C., Hisley, J., & Kempler, T. (2002). What's everybody so excited about?: The effects of teacher enthusiasm on student intrinsic motivation and vitality. The Journal of Experimental Education, 68, 217-236.

Roe, M. F. (2004). Literacy for middle school students: Challenges of cultural synthesis. Research in Middle Level Education Online, 28(1). Retrieved December 28, 2005, from http://www.nmsa.org/Publications/ RMLEOnline/tabid/101/Default.aspx

Sharp, P. A. (1984). Teaching with picture books throughout the curriculum. The Reading Teacher, 38, 132-137.

Vacca, R. T., & Vacca, J. L. (2005). Content area reading: Literacy and learning across the curriculum. Boston: Pearson Education.

Van Hoose, J., Strahan, D., & L'Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.

Whitehurst, L. S., & Snyder, W. J. (2000). Middle grade picture books [Electronic version]. School Library Journal, 46(10), 38-39.

Wood, K. D., & Tinajero, J. (2002). Using pictures to teach content to second language learners. Middle School Journal, 33(5), 47-51.

Wysocki, B. (2004). A thousand words: The picture-perfect link to the curriculum [Electronic version]. School Library Journal, 50(4), 8-12.

Yokota, J. (1993). Issues in selecting multicultural literature for children and adolescents. Language Arts, 70, 156-167.

 

Final Thoughts

 

Critical Elements for Mathematics

 

Critical Elements for Science

 

Critical Elements for Social Studies

 

Critical Elements for Language Arts

 

General Considerations in Selecting Picture Books

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