RM Winter 2016 FLIP

Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and assessing their quality. The Reading Teacher, 57 , 618–629.

time by increasing the intentionality of my instructional choices and reflecting on how those choices impacted my students. Incorporating children’s literature can help teachers build upon students’ innate interest in learning while at the same time meeting the demands of the Common Core Standards (2010). There will always be students like Annie, who need more support to become engaged in certain subjects. However, taking time to really get to know your students and altering the texts they are exposed to may help you pave the way for meaningful learning. References Atkinson, T. S., Matusevich, M. N., & Huber, L. (2009). Making science trade book choices for elementary classrooms. The Reading Teacher, 62, 484–497.

Hyde, A. A. (2006). Comprehending math: Adapting reading strategies to teach mathematics, K-6. Portsmouth, NH: Heinemann.

Jobe, R., & Dayton-Sakari, M. (2002). Infokids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke.

Reading Matters Research Matters

Moss, B., & Newton, E. (2002). An examination of the informational text genre in basal readers. Reading Psychology, 23 (1), 1–13.

Murphy, S. J. (1999). Learning math through stories. School Library Journal, 122- 123.

Bryan, G., & Mason, R. (2012). Count on more than just counting with counting books. Canadian Children, 37 (2), 61–64.

Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children’s books. Early Education and Development, 26 (3), 377-398. Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that preservice teachers integrate children’s literature into mathematics lessons. The Teacher Educator, 50 (3), 170-186.

Clarke, D. (2002). Making measurement come alive with a children’s storybook. Australian Primary Mathematics Classroom, 7 (3), 9-13.

Common Core State Standards Initiative (2010). Preparing America’s students for college and career. Washington, DC: National Governors’Association and CCSSO. Retrieved from: http://www.corestandards.org/the-standards . Courtrade, G. R., Lingo, A. S., Karp, K. S., &Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. Teaching Exceptional Children, 45 (3), 34–44. Donovan, C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teachers’book selections for science instruction. Reading Research Quarterly, 36, 412-440. Dreher, M. J., & Dromsky, A. (2000, December). Increasing the diversity of young children’s independent reading. Paper presented at the National Reading Conference, Scottsdale, Arizona.

Shatzer, J. (2008). Picture book power: Connecting children’s literature and mathematics. The Reading Teacher, 61 , 649-653.

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.

Van deWalle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Boston, MA: Pearson.

Whitin, D. J., &Wilde, S. (1992). Read any good math lately? Children’s books for mathematical learning, K-6. Portsmouth, NH: Heinemann.

Whitin, D. J. (2008). Learning our way to one million. Teaching Children Mathematics, 14, 448-453.

Duke, N. K. (2004). The case for informational text. What Research Says about Reading, 61 (6), 40-44.

Williams, T. L. (2009). A framework for nonfiction in the early grades. Literacy Research and Instruction, 48 (3), 247-263.

Duke, N. K., Caughlan, S., Juzwik, M. M.,& Martin, N. M. (2012). Reading and writing genre with purpose in K–8 classrooms. Portsmouth, NH: Heinemann.

Wixson, K. (2005). Reading informational texts in the early grades. Research into Practice: Pearson Scott Foresman , 1-8. Children’s Literature Cited

Hartman, D. K. (2002). Using informational books in the classroom: Letting the facts (and research) speak for themselves. Red Brick Learning: University of Pittsburgh.

Haury, D. L. (2001). Literature-based mathematics in elementary school. Eric Digest. Retrieved from http://eric.ed.gov/?idDED464807

Axelrod, A. (1997). Pigs will be pigs: Fun with math and money. New York, NY: Aladdin Paperbacks.

Hellwig, S. J., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices:

Briggs, R. (1970). Jim and the beanstalk. New York, NY: Coward-McCann, Inc.

Selecting children’s trade books for mathematics instruction. Teaching Children Mathematics, 7, 138–143.

Burns, M. (1994). The greedy triangle. New York, NY: Scholastic Inc.

Cribb, J. (1990). Money (Eyewitness Books). New York: Knopf.

Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes, Early Childhood Research Quarterly, 11 (4), 477-494.

Schwartz, D.M. (1985). How much is million? New York, NY: Lee & Shepard Books.

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