The Missouri Reader Vol. 41, Issue 2 - Page 32

32

A Student Organized Classroom Library

Brandi Farris

References

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 https://dese.mo.gov/college-career-readiness/curriculum/science

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 http://www.nsta.org/publications/ostb/.

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.

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Dr. Mary Jo Fresch is Professor Emerita from the Department of Teaching and Learning at The Ohio State University. She is

currently a Faculty Fellow in the University Institute for Teaching and Learning where she oversees a new faculty mentoring program. She has written over 60 articles that appear in professional journals such as Language Arts, Journal of Literacy Research, The Reading Teacher, Reading and Writing Quarterly and Reading Psychology. She has authored/co-authored 19 books for teachers including Effective Strategies for Balanced Literacy, 7 Keys to Research for Writing Success, The Power of Picture Book, Playing with Poetry (a 5-book series of phonemic and phonological awareness), and Engaging Minds in the English Language Arts Classroom: The Surprising Power of Joy. She blogs at http://u.osu.edu/fresch.1/ and her current books are available at http://www.amazon.com/author/maryjofresch.

Fresch, M.J. (2016). Strategies for Effective Balanced Literacy. Huntington Beach, CA: Shell Education.

Fresch, M.J. (2014). Engaging minds in the English Language Arts classrooms: The surprising power of joy. Alexandria, VA: Association of Supervision and Curriculum Development.

Fresch, M.J (February 2001) Journal entries as a window into spelling knowledge. Reading Teacher, 54 (5), 500-513.

Fresch, M.J. (January 2000). What we learned from Josh: Sorting out word sorting. Language Arts. 77 (2). 232-240.

Fresch, M.J. (November 1995). Self-selection of early literacy learners. The Reading Teacher, 49 (3), 220-227.

Fresch, M.J. & Harrison, D.L. (2013). Learning consonants through poetry. Huntington Beach, CA: Shell Education and Newark, DE: International Reading Association.

Fresch, M.J. & Harrison, D.L. (2013). Learning consonant blends and digraphs through poetry. Huntington Beach, CA: Shell Education and Newark, DE: International Reading Association.

Fresch, M.J. & Harrison, D.L. (2013). Learning rimes through poetry. Huntington Beach, CA: Shell Education and Newark, DE: International Reading Association.

Fresch, M.J. & Harrison, D.L. (2013). Learning long vowels through poetry. Huntington Beach, CA: Shell Education and Newark, DE: International Reading Association.

Fresch, M.J. & Harrison, D.L. (2013). Learning short vowels through poetry. Huntington Beach, CA: Shell Education and Newark, DE: International Reading Association.

Harrison, D.L. & Fresch, M.J. (2017). 7 Keys to Research for Writing Success: Grades 3 and up. New York: Scholastic.

References