Resources for Linking with Community Partners to Better Serve Children and Families
Young Children articles and books from NAEYC
Armington, D. 1997. The living classroom: Writing, reading, and beyond. Washington, DC: NAEYC.
Bardige, B., & M. Segal. 2005. Building literacy with love: A guide for teachers and caregivers of children from birth through age 5. Washington, DC: ZERO TO THREE. Available through NAEYC.
Bowman, B., ed. 2004. Love to read: Essays in developing and enhancing early literacy skills of African American children. Washington, DC: National Black Child Development Institute. Available from NAEYC.
Buzzelli, C.A., & K. Koc. 2004. The moral of the story is . . . : Using children’s literature in moral education. Young Children 59 (1): 92–97.
Chafel, J.A., A.S. Flint, J. Hammel, & K.H. Pomeroy. 2007. Young children, social issues, and critical literacy: Stories of teachers and researchers. Young Children 62 (1): 73–81.
Collins, S. 2004. Books for young children about the creative arts. Young Children 59 (4): 18–20. Online: www.journal.naeyc.org/btj/200407.
Conezio, K., & L. French. 2002. Familiar books that can be related to science topics. Brief list by topic. Beyond the Journal, Young Children on the Web: www.journal.naeyc.org/btj/200209.
Conezio, K., & L. French. 2002. Science in the preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children 57 (5): 12–18.
Cutler, K.M., D. Gilkerson, S. Parrott, & M.T. Bowne. 2003. Developing math games based on children’s literature. Young Children 58 (1): 22–27.
Donovan, C.A., E.J. Milewicz, & L.B. Smolkin. 2003. Beyond the single text: Nurturing young children’s interest in reading and writing for multiple purposes. Young Children 58 (2): 30–36.
Duke, N.K. 2003. Reading to learn from the very beginning: Information books in early childhood. Young Children 58 (2): 14–20.
Feeney, S., & E. Moravcik. 2005. Children’s literature: A window to understanding self and others. Young Children 60 (5): 20–28.
Gemma, M. 2001. Picture books and preschoolers’ perceptions of school. Young Children 56 (1): 71–75.
Gronlund, G. 2006. Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf; Washington, DC: NAEYC.
Jalongo, M.R. 2004. Young children and picture books. 2nd ed. Washington, DC: NAEYC.
Koralek, D. 2003. When pictures are worth a thousand words: The nonfiction books of Gail Gibbons. Young Children 58 (2): 22–23.
McClellan, S., & M.E. Fields. 2004. Using African American children’s literature to support literacy development. Young Children 59 (3): 50–54.
NAEYC. 2005. Exploring social studies through children’s books. Beyond the Journal, Young Children on the Web: www.journal.naeyc.org/btj/200509.
Owocki, G. 1999. Literacy through play. Portsmouth, NH: Heinemann. Available from NAEYC.
Quintero, E.P. 2004. Will I lose a tooth? Will I learn to read? Problem posing with multicultural children’s literature. Young Children 59 (3): 56–62.
Roberts, L.C., E. Dean, & M. Holland. 2005. Contemporary American Indian cultures in children’s picture books. Beyond the Journal, Young Children on the Web: www.journal.naeyc.org/btj/200511.
Roberts, L.C., & H.T. Hill. 2003. Come and listen to a story about a girl named Rex: Using children’s literature to debunk gender stereotypes. Young Children 58 (2): 39–42.
Thatcher, D.H. 2001. Reading in math class: Selecting and using picture books for math investigations. Young children 56 (4): 20–26.
Whitin, P., & D.J. Whitin. 2003. Developing mathematical understanding along the yellow brick road. Young Children 58 (1): 36–40.
Whitin, P., & D.J. Whitin. 2005. Pairing books for children’s mathematical learning. Young Children 60 (2): 42–48. Selected book pairs for linking math and literacy. Online: www.journal.naeyc.org/btj/200503.
Other books and articles
Anbar, A. 2004. The secret of natural readers: How preschool children learn to read. St Paul, MN: Redleaf.
Bennett-Armistead, V.S., N.K. Duke, & A.M. Moses. 2005. Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York: Scholastic.
Burns, M., & S. Sheffield. 2004. Math and literature: Grades K–1. Sausalito, CA: Math Solutions.
Butzow., C.M., & J.W. Butzow. 2000. Science through children’s literature: An integrated approach. 2nd ed. Portsmouth, NH: Teacher Ideas Press.
Duke, N.K. 2004. The case for informational text. Educational Leadership 61 (6): 40–44.
Duke, N.K. 2004. Reading to learn has no minimum age: Nonfiction books for K–3.
Children’s Book Council Features 57 (2).
Duke, N.K., & V.S. Bennett-Armistead. 2003. Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic.
Duke, N.K., & V.S. Bennett-Armistead. 2004. Nonfiction reading in the primary grades: How and why it’s good for young learners. Scholastic News Teachers’ Edition (May/June): 3–4.
Gertz, S.E., D.J. Portman, & M. Sarquis. 1996. Teaching physical science through children’s literature. Chicago: McGraw-Hill/Contemporary.
Gregg, M., & D. Sekeres. 2006. Supporting children’s reading of expository text in the geography classroom. The Reading Teacher 60 (2): 102–10.
Hancock, M. 2000. A celebration of literature and response: Children, books and teachers. Upper Saddle River, NJ: Merrill-Prentice Hall.
Hechtman. J., & D. Ellermeyer. 1999. Teaching math with favorite picture books (grades 1–3). New York: Scholastic Professional Books.
Heller, M.F. 2006. Telling stories and talking facts: First graders’ engagements in a nonfiction book club. The Reading Teacher 60 (4): 358–69.
Kletzien, S., & M. Dreher. 2004. Using informational books for read-alouds. In Informational text in K–3 classrooms, 45–54. Newark, DE: International Reading Association.
Kohl, M.F., & J. Potter. 2003. Storybook art: Hands-on art for children in the styles of 100 great picture book illustrators. Bellingham, WA: Bright Ring Publishing.
Kuffner, Y. 2001. Picture book activities: Fun and games for preschoolers, based on 50 favorite children’s books. St. Paul, MN: Redleaf.
Lake, J. 2000. Literature and science breakthrough. Portland, ME: Stenhouse.
McCleaf Nespeca, S., & J.B. Reeve.2002. Picture books plus: 100 extension activities in art, drama, music, math, and science. Chicago: American Library Association.
Morrow, L. 2004. Literacy development in the early years: Helping children read and write. 5th ed. Boston: Allyn & Bacon.
Palmer, R.G., & R. Stewart. 2006. Models for using nonfiction in the primary grades. In Issues and innovations in literacy education, ed. R.D. Robinson, 181–90. Newark, DE: International Reading Association.
Saul, E. 2004. Crossing borders in literacy and science instruction. Newark, DE: International Reading Association.
Sipe, L.R. 2002. Talking back and taking over: Young children’s expressive engagement during storybook read-alouds. The Reading Teacher 55 (5): 476–83.
Staton, H.N., & T. McCarthy. 1994. Science and stories: Integrating science and literature, grades K–3. Tucson, AZ: Good Year Books.
Vestergaard, H. 2005. Weaving the literacy web: Creating a curriculum based on books children love. St. Paul, MN: Redleaf.
Whitin, D.J., & P. Whitin. 2004. New visions for linking literature and mathematics. Urbana, IL: National Council of Teachers of English.
Web sites and organizations
Carol Hurst’s Children’s Literature Site offers a collection of book reviews, with ideas on how to use them in the classroom, and activities about particular subjects, curriculum areas, themes, and professional topics. www.carolhurst.com
Children’s Literature with Social Studies Themes, created by the Delaware Social Studies Education Project, provides an annotated list of books related to a variety of social studies themes. www.udel.edu/dssep
Illuminations, from the National Council for Teachers of Mathematics, offers lessons and ideas on the connections between children’s literature and mathematics.
http://illuminations.nctm.org
Math and Literature, a Match Made in the Classroom, by Cara Bafile, on the Education World Web site, highlights books teachers can use to introduce various math concepts to young children. www.education-world.com/a_curr/curr249.shtml
Math and Literature Idea Bank, in Math Cats, 4 “Older” Cats, offers resources and book lists for using literature to teach mathematics.
www.mathcats.com/grownupcats/ideabankmathandliterature.html
Mother Goose Programs offers ideas, reading lists and book programs to inspire teachers to integrate reading books into explorations of math, science, and other topics. http://mothergooseprograms.org
National Center for Children’s Illustrated Literature provides art activity ideas related to a selection of illustrated children’s books. http://nccil.org/activities.html
Notable Trade Books for Young People, from the National Council for the Social Studies, provides annotated book lists of books for children in K–8 that were evaluated and selected by a book review committee appointed by the council. www.socialstudies.org/resources/notable
Opening Doors to Social Studies with Children’s Literature, created by students from Utah State University’s Department of Elementary Education, offers annota-ted book lists with suggestions for using the books to teach social studies to elementary-age children.
http://teacherlink.ed.usu.edu/TLresources/units/byrnes-literature/lit.html
Outstanding Science Trade Books for Students K–12 are selected by a coordinated effort between the National Science Teachers Association and the Children’s Book Council. www.nsta.org/ostbc
PBS Teachers offers a customizable tool to find resources by subject and grade level. After registering and entering the grade level (pre–K is among the choices) and subject, teachers will find a list of related children’s books and Web sites. www.pbs.org/teachers
Recommended Literature for Math and Science from the California Department of Education’s Web site offers a quality list of children’s literature created to encourage students K–12 to read literature related to science and math. www.cde.ca.gov/ci/sc/ll
Science-Links, from the Mediterranean Association of International Schools, encourages teachers to integrate literature into the science curriculum to increase science knowledge. The QuickPlans link provides classroom ideas connected to various science trade books. http://scilitlinks.org
Seeds of Science/ Roots of Reading is a research-based, field-tested curriculum that integrates inquiry science with content-rich literacy instruction. http://seedsofscience.org
What’s the Big Idea? is a book program created by the National Science Foundation that includes books and materials focusing on the big ideas in science and math for children ages 3–7. http://bigidea.mothergooseprograms.org/m_WTBI_overview.php
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