The Missouri Reader Vol. 41, Issue 1 - Page 32


A Student Organized Classroom Library

Brandi Farris


Broemmel, A. D., & Rearden, K. (2006). Should teachers choose the Teachers’ Choices for science? The Reading Teacher, 60(3), 254-265.

International Reading Association. (1999). Using multiple methods of beginning reading instruction: A position statement of the International Reading Association. International Reading Association: Newark, DE.

International Literacy Association. (2012). Literacy implementation guidance for the ELA Common Core State Standards. International Reading Association: Newark, DE.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.

Missouri Department of Education. (2017). Missouri learning standards science expectations. Retrieved May 29, 2017 from

National Science Teachers Association. (2002). Position statement: Elementary school science. National Science Teachers Association: Arlington, VA.

National Science Teachers Association. (2017). Outstanding science trade books for students K-12. Retrieved October 13, 2017, from

Pringle, R. M., & Lamme L. (2005). Children’s picture storybooks: Support science learning about animals. Reading Horizon, 46(1), 1-15.

Sudol, P., & King, C. M. (1996). A checklist for choosing nonfiction trade books. The Reading Teacher, 49(5), 422-424.

Jennifer Fox, Assistant Professor of Education, designs and teaches courses to prepare teacher candidates to integrate children’s literature and technology into all areas of the curriculum.

Joyce Gulley, Professor of Teacher Education, works with prospective and practicing teachers to identify high quality children’s literature to promote literacy and student engagement with text.

Jeff Thomas, Professor of Teacher Education, works with emerging and current elementary teachers to promote integration of inquiry based science, children’s literature, and technology.


Via Skye!

Jennifer is

Via Skye!

Link for teachers to nominate books for MoSTAR