EDS320 Literature for Young Adults

for SP 2009

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School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


EDS 320 Literature for Young Adults


SP 2009 HO


Greene, Judy Ann


Assistant Professor of Education


M.A. Special Education
B.S. Language Arts
B.G.S. Psychology, B.G.S. English

Office Location

rm. 317 Copley Hall

Office Hours

T/R Noon-3:00, or by appointment

Daytime Phone




Semester Dates

:  Jan. 20 – May 8

Class Days


Class Time

4:00 - 6:30 PM



Credit Hours



Adler, Mortimer J., Van Doren, Charles. (1972). How to Read a Book. Touchstone Publishers.

            ISBN: 10: 0671212095

Donelson, Kenneth L., Nilsen, Alleen Pace. (2009). Literature for Today’s Young Adults, 8e.

Boston: Pearson Allyn & Bacon. ISBN-10: 0205593232;  ISBN-13: 978-0205593231

Reynolds, Marilyn. (2004). I Won’t Read and You Can’t Make Me: Reaching Reluctant Teen Readers. Portsmouth, NJ: Heinemann. ISBN 10: 0325006059

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Herz, Sarah K., Gallow, Donald R. (2005). From Hinton to Hamlet: Building Bridges between

            Young Adult Literature and the Classics Second Edition, Revised and Expanded

            Greenwood Press. · ISBN-10: 0313324522 ? ISBN-13: 978-0313324529

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
EDS 320 Literature for Young Adults: Students in this course will survey literature appropriate for school children grades six through twelve. Students will also determine criteria for slecting and evaluating literature for adolescents, and will develop lesson plans for teaching literature at various grade levels. 3:0:3.

Educational Philosophy:
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. Producing a bibliographical research paper and sharing bibliographical knowledge orally in the classroom. (Mo STEP
  2. Demonstrate skills in teaching adolescent literature by producing a teaching package containing sufficient lesson plans for the teaching on one major work of adolescent literature and present one lesson plan from that package (Mo STEP,,,,,,
  3. Demonstrate minimal mastery of the internet to find useful references to adolescent literature and produce an internet search project. (MoSTEP,,,,,,
  4. Discuss a variety and depth of available adolescent literature through journaling, class discussion, and examination. (MoSTEP,,,,
  5. Analyze and evaluate several major examples of adolescent literature through class discussion, formal oral presentation, and examination. (MoSTEP 1.1.1,,,,,

Core Assessment:
Final exams on literature terms genres and formal oral presentation of specific teaching strategy using an adolescent novel

Class Assessment:

1.       Young adult Literature Resource File (all students)

Each student must complete a resource file of young adult (YA) literature from various genre that will supplement his or her content area. In addition, each student will give an oral presentation on his or her resource file to support and expand fellow students’ resource files. 

FThe Young Adult Literature Resource File consists of brief but focused annotations for 25 YA books, preferably, those you have read before or during this semester. Each annotation should include the following:

a.        Full bibliography for each book

b.       Genre it may be categorized under (note: not all libraries or bookstores correctly categorize their books, so ask the instructor or use your own judgement instead of depending on theirs)

c.        Age level(s) for which the book is relevant & meaningful

d.       Awards it has received

e.        A one-sentence synopsis of the book

f.         Description of what you think are the 3 main strengths of the book

g.       Description, if any, of a potential problem or challenge the book may present to teachers, parents, children, administrators

h.       A minimum of 3 uses for the book

FYou may keep your file on the note cards and store them in a file or on paper and keep them in a notebook. You may use technology. Keep in mind, though, that you will most likely this file as an artifact for the required teaching portfolio. You will want your resource file to be either directly uploaded onto a website, be scannable, or be easily inserted into a hard copy notebook. It is important that each annotation is done carefully, neatly, and in order as described above. 

NOTE: Since many people use their YA Resource File in their classrooms, it should be easy to use and logically organized. A table of contents is required. 

FThe Resource File must be clearly labeled on the top and all sides and include your name. You will notice on the schedule that there are dates for “progress checks” on the Resource Files. This is to help you avoid procrastination, to give you feedback as to your progress, and to insure fairness and consistency in evaluating them.


Book Genres & Distribution of Annotations for Children’s Literature Resource File To insure that your file represents a wide range of genres to meet a wide range of learners’ interests, needs, and skills, use the list below to gather your annotations.

                        Traditional literature                            5

                        Poetry                                                  5

                        Modern Fantasy/Science fiction           5

                        Realistic/Historical Fiction                  5

                        Nonfiction Biography                           5

            FYou do not need to organize the genres in a given order; however, it should be a system that allows you to find a text in less than 1 minute. It should also be easy to add to and maintain as you discover new titles during your teaching career. Some students choose to go genre by genre. Others prefer to alphabetize by title or genre. 

            FYou may count a book only once in your annotations toward 25 entries, even if it fits more than one category. 

FLook for examples of good YA literature. Be careful with series books such as manga and comic books/graphic novels. Some are fine, but others are the equivalent of “pulp” romances (i.e., titles with little or no literary value, and which are primarily used to promote merchandise, movies, and/or video games. If in doubt, consult a librarian, a classroom teacher, or the instructor for this course. However, even in libraries you will sometimes see this kind of substandard material shelved under YA LIterature. The text has an excellent bibliography if you need help. The instructor can also provide you with other sources for quality bibliographies. It is imperative that you select quality literature. You are not putting this together merely for the instructor and a grade; it is a resource for you to use in your own classroom. You will want literature to inspire, delight, provoke thought, etc., in your learners.  The instructor, therefore, strongly encourages you to choose titles listed in the Young Adult Library Services Association (YALSA) in the ALA (American Library Association) website. Do not worry that the titles will be dull, quaint, and uninteresting! YALSA titles include current, popular graphic novels, manga, and various audio & digital books

FThe YA Literature Resource File will be scored by a rubric provided in eCompanion.

2.  LITERATURE CIRCLE (all students)

Each student will choose a YA book from a list provided the first class session and read it during the course of the semester. You will share your reading on a regular basis during Literature Circle activities. The book you read for Literature Circle may (and should) be used in your YA Literature Resource File.

3. LESSON PLAN PACKAGE (Education majors only)

Each student will complete a teaching package containing 3 lesson plans for the content area you plan to teach. The 3 lessons may be independent of each other, or they may be connected thematically into a unit. Each lesson must: 

  • Use at least 1 text in each genre from your Young Adult Literature Resource File
  • Incorporate at least 1 type of literacy in each of the 3 modes into the instructional activity and/or strategy
    • Text = reading, writing
    • Oral = speaking, listening
    • Visual = drawing/painting, viewing

            e.g., reading, speaking, drawing used in a story-telling activity

·       Use the provided lesson plan format

FStudents present 1 lesson in class, demonstrating Anticipatory Set & Input; 15 minute limit.

FLesson plans will be scored by a rubric which is available in eCompanion.

4. YA THREESIES (Non-education majors only) 

Students will link current YA literature to classic literature. Become familiar with at least 3 YA literature titles, then link each to at least 3 classic literature titles. To do this you will go to the YA sections of Borders Books, Barnes and Noble, and/or Young Adult Library Services Association (YALSA) in the ALA (American Library Association) website. 

The format for doing this can be found by conducting an Internet search for “From Hinton to Hamlet: Building Bridges Between Young Adult Google Books Result” and going to Chapter 4: “Building Bridges: Getting Students from Wherever They Are to Were the Curriculum Says They Should Be.”


5. WEBQUEST (all students)  Each student will complete an Internet project using the materials given in class and resources in eCompanion.  You will present your WebQuest to the class.

FWebQuests will be scored according to full completion of all components.

6.     Text Reflections (All students) 


Prepare for class lecture and discussion activities, and build a repertoire of strategies for future use with your classroom learners. Students will use each of the following strategies at least once to share what they learn from assigned readings: semantic maps, pictures, rhyme/song/rap, flashcard, “think like a teacher,” text-to-self connections, FRAME. You will bring your text reflection to each class and share it with the class as a learning activity. You will use computer technology and other materials for some of the strategies. Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."

7. MoSTEP 1.2.7 PORTFOLIO ENTRIES (Education majors only)


     Prepare for your teaching portfolio by completing entries for 1.2.7. You will address the Quality and Performance Indicators by writing at least 3 drafts using materials provided by the instructor. Each student will write a total of 3 drafts. The first 2 drafts will be exchanged among education major members of the class for feedback using Peer Review Sheets and the SFE Portfolio Rubric. A 3rd draft based on feedback from peer reviews will be submitted to the instructor. All drafts, including all peer review sheets, are due on the day listed in the schedule of topics and activities at the end of this syllabus. Although this assignment does not earn points, it is required for education majors by the Park University SFE. 

8. FINAL EXAM (All students):  Each student must complete a final examination over the terms, essential knowledge, and concepts learned from the texts and class sessions.




NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.

Assignment                                                                     Points

YA Literature Resource File                                                                 45

Literature Circle (5 @ 10 pts)                                                               50

Lesson Plan Package/YA Threesies (3 @ 25)                                        75       

WebQuest                                                                                            50

Text Reflections (12 @ 15 pts)                                                 180

MoSTEP 1.2.7 entries (2 peer-reviewed drafts + 3rd revision)   Required for ed majors

Final Examination                                                                                 20

                                                            TOTAL POINTS                     450

A = 450 – 425 points     

B = 424 - 400

C = 399 - 375

D = 374 – 350

F = 349 points or less

Late Submission of Course Materials:



o       Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.

o       Late assignments will result in loss of 1 point per day late. 

o       Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until midnight of the last scheduled class session before finals week. 

§         Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.

§         Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.

§         If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.

§        Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback. 

o       Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.


o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)

o       Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.

Classroom Rules of Conduct:

1.      Demonstrate respect for yourself, your fellow class members, and your instructor.

2.      Be honest with yourself and others.

3.      Keep your sense of humor.

4.      Participate in discussions and activities, and invite others to participate as well.

5.      Respect the ideas and opinions of others, even when you believe they are wrong.

6.      Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc.

Course Topic/Dates/Assignments:








? TOPIC: Introduction to course, class members; syllabus, library resources

? ACTIVITIES: ? Random drawing to select genre to read for Literature Circle (each student reads from

                        different genre; go to library & select award-winning YA book in selected genre)

                        ? Choose dates for WebQuest

                        ? Go over Text Reflections Journal materials

? FOR 1/23: read ch. 1 in Elliott + ch. 1 + pgs. 43-48 in Adler, do Text Reflections #1 




? TOPIC: Active Literacy—the Art and Action of Reading & Writing

? ACTIVITIES: ? Use Text Reflections to discuss assigned readings

                       ? Overview of Lesson Plan Format

? DUE: Text Reflections #1

? FOR 1/30: ? Read ch. 2 in Elliott + ch. 7 in Adler, do Text Reflections #2

                      ? Students MUST have YA genre book for Literature Circle




? TOPIC: What’s in a Book?

? ACTIVITIES: ? Use Text Reflections to discuss readings

                        ? Literacy Strategy—video, Literature Circles

                      ? begin sharing books in “Literature Circle 320”

? DUE: Text Reflections #2

? FOR 2/6: .Read ch. 3 in Elliott + ch. 10 in Adler; do Text Reflections #3





? TOPIC: Different Voices, Different Responses

? ACTIVITIES: ? Use Text Reflections to discuss reading

                        ? Literacy Strategies—Kelly Gallagher video

? DUE: Text Reflections #3

? FOR 2/13: Read ch. 4 in Elliott + ch. 16 in Adler, do Text Reflections #4




? TOPIC: Resurrecting History (and keeping democracy alive?)

? ACTIVITIES: ? Use Text Reflections to discuss readings

                        ? Share books in “Literature Circle 320”

? DUE: Text Reflections #4

? FOR 2/20: Read ch. 5 in Elliott + ch. 12 in Adler; do Text Reflections #5




? TOPIC: True Adventures Featuring Indiana Jones & the Dictionary of Discoveries

? ACTIVITIES: ? Use Text Reflections to discuss reading

                        ? Literacy Strategies—Kelly Gallagher video

? DUE: Text Reflections #5

? FOR 2/27: Read chs. 7 + 11 in Elliott, do Text Reflections #6




? TOPIC: There are Real People Behind the Books You Read in School

? ACTIVITIES: ? Use Text Reflections to discuss readings

                        ? Share books in “Literature Circle 320”

? DUE: Text Reflections #6

? DUE: YA Literature Resource File, Progress check #1

? FOR 3/5: Read ch. 8 in Elliott + ch. 15 in Adler, do Text Reflections #7




? TOPIC: Truth Is Beauty, But the World Is Just a Stage

? ACTIVITIES: ? Use Text Reflections to discuss readings

                        ? Literacy Strategies—Kelly Gallagher video

? DUE Text Reflections #7

? FOR 3/19: Read ch. 14 in Adler, do Text Reflections #8

MARCH 9 – 13                         SPRING BREAK




? TOPIC: Oh, the Places You Will Go!

? ACTIVITIES: ? Use Text Reflections to discuss reading

                        ? Share books in “Literature Circle 320”

? DUE: Text Reflections #8

? FOR 3/26: Read chs. 2, 3, 4 in Reynolds, do Text Reflections #9




? TOPIC: Bright Lights, Big Tunnels  

? ACTIVITIES: ? Use Text Reflections to discuss readings

                        ? Share books in “Literature Circle 320”

? DUE: YA Literature Resource File, Progress check #2

? DUE: Text Reflections #9

? FOR 4/2: Read chs. 5 + 7+ 8 in Reynolds; do Text Reflections #10





? TOPIC: With Some Power Comes Great Responsibility

? ACTIVITIES: ? Use Text Reflections to discuss readings

? DUE: Student Presentations—WebQuest __________________________

? DUE: Text Reflections #10

? FOR 4/9: Read pgs. 113 + 121-122 + 125-126 in Reynolds; do Text Reflections #11




? TOPIC: Things to Ponder As You Drive to & from School

? ACTIVITIESUse Text Reflections to discuss readings

? DUE: Student Presentations—WebQuest _______________________, __________________________

? FOR 4/16: ch. 21 in Adler; do Text Reflections #12




? TOPIC: Providing Equal Education Opportunity

? ACTIVITIESUse Text Reflections to discuss readings

? DUE: Student Presentations—WebQuest _______________________, __________________________

? DUE: Text Reflections #12




? TOPIC: The History of YA Literature (Instructor Lecture)

? ACTIVITIES? Student Presentations—YA Resource File (all students)





? DUE: Lesson Plan Demonstrations _______________________, __________________________

                                                        _______________________, __________________________

? DUE: MoSTEP Standard 1.2.7 entries




Time TBA


? DUE: Lesson Plan Demonstration _______________________,  





Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


Writing skills are an essential part of all typewritten assignments. Errors in basic writing skills, and failure to proofread and/or correctly use the model for formal written assignments result in loss of points. Your future administrators expect their teachers to have the basic writing skills they will be teaching to children; teachers need the respect and cooperation from both administrators and parents that clear communication helps create. Therefore, all written and spoken communication will be subject to correction. (This includes the instructor!)  

To avoid point loss, as well as save time and energy, students are expected to: 

(1)        Use the “Model for Formal Writing” provided in eCompanion. It will show you how typewritten assignments are to be formatted. It will also provide you with examples of proper technical writing skills, including examples of the most common errors that are responsible for the highest loss of points.  

(2)        Use “Proofreading Tips” provided in eCompanion. carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and

(3)        Make certain terms and phrases are used correctly for meaning, and that what is written can be easily understood by a parent, another teacher, and/or administrator.   All assignments receiving rubric points include a score for correct basic writing skills. 



CLASSROOM RULES OF CONDUCT: The following always apply to class sessions.

1.      Demonstrate respect for yourself, your fellow class members, and your instructor.

2.      Be honest with yourself and others.

3.      Keep your sense of humor.

4.      Participate in discussions and activities, and invite others to participate as well.

5.      Respect the ideas and opinions of others, even when you believe they are wrong.

6.      Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc.

·        Email is essential to this course. All students are to check their PirateMail at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

  • Making/Receiving phone calls and/or texting during class sessions is rude to fellow class members and disrespectful to the instructor. You will be asked to put away personal electronic communication devices unless you have prior approval.

  • Computers can make it easier to do assignments; however, students must recognize that technology can also cause problems--printers run out of ink, hard drives crash.   Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

  • Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient. The short form of the Student Self-Evaluation of Professional Teaching Dispositions is available in eCompanion. Students will evaluate themselves; the instructor will evaluate each student’s teaching dispositions. On the day scheduled for the final examination, students and the instructor will exchange and sign their completed evaluations. All completed dispositions evaluations will be collected by the instructor for data collection. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.


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Learning. Boynton/CookPublishers: Heinemann. ISBN: 0-86709-374-9

Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc. 

            ISBN: 0-9695388-3-9

Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD: 

            Paul H. Brookes Publishing Co. ISBN: 1-55766-676-8

Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle

and High School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

Faltis, Christian J., Coulter, Cathy A. (2008). Teaching English Learners and Immigrant

            Students in Secondary School. Upper Saddle, NJ: Pearson Merrill Prentice-Hall. 

ISBN: 0-13-119241-8

Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,

            Talking, and Writing About Reading, K-8. Heinemann Publishers. 

ISBN: 0-325-00308-4

Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High

            School. Stenhouse Publishers. ISBN: 1-57110-356-2

Johnston, Peter H. (2004) Choice Words: How Our Language Affects Children’s Learning.

Portland, ME:  Stenhouse Publishers. ISBN: 1-57110-3899

Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension I     in a Reader’s             Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4

Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s,

            Praise, and Other Bribes. Mariner Books; New Ed edition. ISBN: 0618001816

Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: Strategic

            Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 047115167X

Mueller, Pamela N. (2001). Lifers: Learning from At-Risk Adolescent Readers. Boston, MA: 

            Pearson Merrill Prentice-Hall. ISBN:  0-13-191360-3

Palmer, Parker J. (1997). Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.

 Jossey-Bass,  Publishers. ISBN: 0787910589

Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins. 

ISBN: 0-06-095833-2

Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press. 

ISBN: 076197765-1

Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers. 

ISBN: 1-57110-376-7


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Last Updated:1/11/2009 5:54:21 PM