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Resources by Chapter

NOTE: All table numbers below match the numbers of the tables in the textbook.

Chapter 1: Introduction

No web resources available at this time. Watch this space for updates in the future.

Chapter 2: Why Reading Aloud Is Crucial

http://www.storylineonline.net) Professional actors read picture books

http://www.memfox.com   Website of Australian author Mem Fox

Chapter 3: Teaching Reading with Literature

http://www.ala.org/ala/mgrps/divs/yalsa/booklistsawards/greatgraphicnovelsforteens/ggnt11_topten.cfm American Library Association's list of the best 10 graphic novels for teens

http://www.readwritethink.org/classroom-resources/lesson-plans/stop-signs-mcdonald-cheerios-949.html Suggestions for using environmental print

http://www.ces.ncsu.edu/4hplantandsoils/Dirt%20Made%20My%20Lunch%20Song%20Lyrics.pdf). “Dirt Made My Lunch” recorded by the Banana Slug String Band

http://fanfiction.mugglenet.com/ original Harry Potter stories written by fans

https://newlits.wikispaces.com/Narrative+and+digital+storytelling  Narrative and digital storytelling site

Chapter 4: Choosing Books: Diversity Counts

Author interviews

We have found a number of online author interviews that are very helpful to use in classrooms.  These include:

Online read-alouds

There are a number of online readings of social issues and multicultural books that are excellent resources.  The best come from storyline online, produced by the Screen Actors Guild Foundation.  Here are three of our favorites.

  • White Socks Only (Evelyn Coleman, 1996): http://www.storylineonline.net/.  Read by actress Amber Tamblyn, this is the touching story of grandma when she was a girl in Jim Crow Mississippi.  She sneaks into town to see if what she heard was true—that you can fry an egg on the pavement if it is hot enough. The story unfolds as she comes across a drinking fountain with a sign reading “whites only.”  She knows exactly what to do. She takes off her black patent leather shoes and gets on the water fountain step with her clean white socks to get a drink. Then she is noticed by the white townspeople. Amber Tamblyn presents a great example of how anyone can read a book about an ethnic group other than their own.
  • To Be a Drum (Evelyn Coleman, 1998): http://www.storylineonline.net/.  Read by actor James Earl Jones, who also discusses his own struggles with reading aloud and stuttering, this book is a marvelous tale of inner freedom.  Daddy Wes tells the story of the earth's first people living in harmony with the earth; the middle passage and slavery; resistance through song, talk, quilting, and beat; the heroics of the civil rights movement; and the incredible contributions African Americans have made to the United States and the world.  The illustrations are magnificent by themselves, but are beautifully animated in this video.
  • No Mirrors in My Nana's House (Ysaye M. Barwell, 1998): http://www.storylineonline.net/. Read by Tia and Tamara Mowry from “Sister, Sister,” this multicultural book is about a girl growing up with her grandmother in a house with no mirrors, no stereotypes.  We found it a bit problematic in that it diminishes the problems of poverty, but this makes for great conversations.  The author is a member of Sweet Honey and the Rock, and the a-cappella group singing the second reading of the book is pure joy.

Table 4.2: Useful Resources for Assessing Cultural Authenticity

Book Awards

Web and Book Resources

Coretta Scott King Award (African American)

American Indian Youth Literature Award (Native American)

Pura Belpré Award (Latino/a)

Tomás Rivera Award (Mexican American)

Sydney Taylor Award (Jewish)

Américas Book Award (Latin American, Caribbean, or U.S. Latino/a)

Carter G. Woodson Book Award (topics related to ethnic minorities and race relations sensitively and accurately)

Jane Addams Book Award (effectively promotes peace, social justice, world community and the equality of the sexes and all races)

Notable Social Studies Trade Books (emphasize human relations, represent a diversity of groups and are sensitive to a broad range of cultural experiences)

Asian American:

See URL below for Cynthia Leitich Smith*

Native American:

Slapin & Seale (1992), Through Indian eyes: The native experience in books for children,
Philadelphia, PA: New Society Publishers**

African American:

http://www.isomedia.com/homes/jmele/joe.html (includes separate sections for a number of ethnic groups)

Harris, V. J. (1997). Using multiethnic literature in the K-8 classroom. Christopher-Gordon Publishers

(Worlds of Words from the University of Arizona)

(IRA: Notable books for a global society—you will need to use a search engine for the latest lists)

* http://www.cynthialeitichsmith.com/lit_resources/diversity/asian_am/asian_am.html

** We love this book, but it's difficult to get.  Look for it at your public library.

Chapter 5: Supporting Literature Discussions

http://www.teachertube.com/members/viewVideo.php?video_id=145 Teacher-created video describing one version of literature circles.

Chapter 6: Inquiry into the World through Focused Studies

College Level Brochure Assignment

New Books Showcase:

Identify and bring to class 2 books that you see as high quality and you think might be “new” to the instructor and class members. For EACH book you bring to class, prepare a 1 or 2-sided brochure that contains the following:

  • Publication date (2009 or later)
  • Title, author, illustrator, publisher, type (picture book, easy chapter book, novel, non-fiction, etc.)
  • Short synopsis: Write this in your own words. Do not use promotional material from the book cover or book jacket.
  • Insights: Why you chose this book, what makes it high quality
  • Ideas: Multiple, specific ways you might use this book in a classroom
  • Challenges: Questions, issues, concerns, or possible problems with this book.

Bring your selections and one copy of each brochure to class to use for your presentation. You will not read the books aloud, but will give short book talks to acquaint the class with the books. An electronic copy of each brochure should be posted to the appropriate Forum.

Instructional Strategies for Picture Book and Illustrator studies. (Saskatoon Public Schools (2004-2009):

Chapter 7: Multimodal Responses to Literature

http://www.youtube.com/watch?v=oVBNOPB7UjY Transmediation of a non-fiction chapter by university students

http://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out.html. Highlights the Face to Face peace work of artist JR

http://www.oraclefoundation.org/  Website for the Oracle Foundation

 http://www.thinkquest.org/en/   Protected social networking site for educators and students

Chapter 8: Language Study: Lingering in Text

http://cwr.indiana.edu  Tools for evaluating web-based resources

http://newlits.wikispaces.com/     Wiki and resources for middle school language arts/literacy educators

http://www.greatbooks.org/  Information on Junior Great Books

http://www.studyguide.org/socratic_seminar.htm.   Guidelines for using Socratic seminars

Chapter 9: Challenging the Challengers

The National Council of Teachers of English: Guideline for Defining and Defending Instructional Methods

Jim Trelease: Censors and Children's Lit.

Book and Periodical Council of Canada: When the Censor Comes (Bernstein, 1996): http://www.efc.ca/pages/chronicle/whattodo.html

Table 9.1: Resources to Help Teachers with Issues of Banned or Challenged Books




NCTE: Guidelines on The Student's Right to Read

Gives model procedures for responding to challenges, including "Citizen's Request for Reconsideration of a Work."


NCTE: Guidelines for Selection of Materials in English Language Arts Programs

Presents criteria and procedures that ensure thoughtful teacher selection of novels and other materials.


Rationales for teaching challenged books

Rich resource section includes table of contents of NCTE's Rationales for Commonly Challenged Books CD-ROM, an alphabetical list of other rationales on file, the SLATE Starter Sheet on "How to Write a Rationale," and sample rationales for Bridge to Terabithia and The Color Purple.


Guidelines for dealing with censorship of nonprint materials

Offers principles and practices regarding challenges to nonprint materials.


ALA: Banned book week materials

Banned Books Week (BBW) is an annual event celebrating the freedom to read and the importance of the First Amendment. Held during the last week of September, Banned Books Week highlights the benefits of free and open access to information while drawing attention to the harms of censorship by spotlighting actual or attempted banning of books across the United States. There are lots of materials for teachers


American Library Association Awards

See: http://www.ala.org/alsc/awardsgrants/bookmedia for more information on all the awards

Book Award and Purpose


Newbery Medal: awarded to the author of the most distinguished contribution to American literature for children.

In identifying “distinguished contribution to American children's literature,” the committee considers:

  • Interpretation of the theme or concept;
  • Presentation of information including accuracy, clarity, and organization;
  • Development of a plot;
  • Delineation of characters;
  • Delineation of a setting;
  • Appropriateness of style.

Caldecott Medal: awarded to the artist of the most distinguished American picture book for children.


In identifying a “distinguished American picture book for children,” the committee considers:

  • Excellence of execution in the artistic technique employed;
  • Excellence of pictorial interpretation of story, theme, or concept;
  • Appropriateness of style of illustration to the story, theme or concept;
  • Delineation of plot, theme, characters, setting, mood or information through the pictures;
  • Excellence of presentation in recognition of a child audience.

Batchelder Award: awarded to an American publisher for a children's book considered to be the most outstanding of those books originally published in a language other than English in a country other than the United States, and subsequently translated into English and published in the United States.

  • The translation should be true to the substance (e.g., plot, characterization, setting) and flavor of the original work and should retain the viewpoint of the author.
  • The book should not be unduly "Americanized."
  • Folk literature is not eligible.
  • Other criteria are similar to Newbery Medal
  • Aspects of the overall design of the book should be considered, including: illustration, typeface, layout, book jacket, etc.

Pura Belpré Author Award or Illustrator Award:  presented to a Latino/Latina writer or illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

In identifying the author of an "outstanding " book for children, in addition to looking for an accurate and positive portrayal of the Latino culture, the committee considers criteria similar to the Newbery and Caldecott Awards.

Geisel Award: given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers published in English in the United States.

Committee considers:

  • Subject matter must be intriguing enough to motivate the child to read;
  • The book may or may not include short "chapters";
  • New words should be added slowly enough to make learning them a positive experience;
  • Words should be repeated to ensure knowledge retention;
  • Sentences must be simple and straightforward;
  • There must be a minimum of 24 pages.
  • Books may not be longer than 96 pages;
  • The illustrations must demonstrate the story being told;
  • The book creates a successful reading experience, from start to finish;
  • The plot advances from one page to the next and creates a "page-turning" dynamic.

Sibert Medal: awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in English for children.

In identifying the most distinguished informational book for children, the committee considers:

  • Excellent, engaging, and distinctive use of language.
  • Excellent, engaging, and distinctive visual presentation.
  • Appropriate organization and documentation.
  • Clear, accurate, and stimulating presentation of facts, concepts, and ideas.
  • Appropriate style of presentation for subject and for intended audience.
  • Supportive features (index, table of contents, maps, timelines, etc).
  • Respectful and of interest to children.

Wilder Award: honors an author or illustrator whose books, published in the United States, have made, over a period of years, a substantial and lasting contribution to literature for children.

The committee considers:

  •     Some or all of the books have been available to children for at least ten years;
  • Some or all of the books are exceptionally notable and leading examples of the genre to which they belong;
  • Some or all of the books have established a new type or kind of book or new trends in books available to children.

Edwards Award: honors an author, as well as a specific body of his or her work, that have been popular over a period of time. It recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world.

The committee considers:

  • Does the book(s) help adolescents to become aware of themselves and to answer their questions about their role and importance in relationships, society and in the world?
  • Is the book(s) of acceptable literary quality?
  • Does the book(s) satisfy the curiosity of young adults and yet help them thoughtfully to build a philosophy of life?
  • Is the book(s) currently popular with a wide range of young adults in many different parts of the country?
  • Do the book or book(s) serve as a "window to the world" for young adults?

The Coretta Scott King Awards: honor African-American authors and illustrators who create outstanding books for children and young adults.

These awards are given to commemorate the life and work of the late Dr. Martin Luther King, Jr., and to honor Mrs. Coretta Scott King for her continuing efforts in working for peace and civil rights issues. The committee considers:

  • Artistic expression of the black experience via literature and the graphic arts including: biographical, social, historical, and social history treatments.
  • Books that promote an understanding and appreciation of the black culture and experience.

Morris Award: honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature.

The Morris award focuses on books that illuminate the teen experience and enrich the lives of its readers.  The committee considers:

  • Compelling, high quality writing and/or illustration;
  • The integrity of the work as a whole;
  • Its proven or potential appeal to a wide range of teen readers.

Printz Award: honors a book that exemplifies literary excellence in young adult literature.

The award-winning book may be fiction, nonfiction, poetry or an anthology.  The committee has very flexible criteria.  They state:

  • What is quality? We know what it is not. We hope the award will have a wide AUDIENCE but POPULARITY is not the criterion for this award.
  • CONTROVERSY is not something to avoid. In fact, we want a book that readers will talk about.
  • Criteria change with time. Therefore, flexibility and an avoidance of the too-rigid are essential components of these criteria. What we are looking for, in short, is literary excellence.

Schneider Family Book Award: honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.

Content may be fiction, biography, or other form of nonfiction.  The committee considers:

  • Portrayal of emotional, mental, or physical disability as part of a full life, not as something to be pitied or overcome.
  • Representation of characters with disabilities that are realistic avoiding exaggeration or stereotypes.
  • Characters with disability should be integral to the presentation, not merely a passive bystander.                 
  • The theme must be appropriate for and respectful of the intended audience age.
  • Information on a disability must be accurate.      
  • Excellence of style in writing and illustrations.

Chapter 10: Literature Response Strategies

No web resources available at this time. Watch this space for updates in the future.