RLA 528: Literature for Middle and Secondary Students
Eastern Connecticut State University
Fall 2008, 3 Credits
Wednesdays, 4-6:45 p.m.
Webb 113
Dr. Susannah Richards
ECSU Phone: (860) 465-5210
richardss@easternct.edu
Office Hours: M 1-3 p.m., T 2-4 p.m., W 12-2 p.m., and by appointment
Course Description
Provides participants with the opportunity to become familiar with and recognize quality in the
wide range of literature for middle and secondary students, as well as to incorporate the literature
into the classroom.
Course Purpose
This course will develop your knowledge of the diverse body of classic and contemporary
literature for middle grade and high school students. It will also provide you with strategies to
identify the reading behaviors of middle grade and adolescent students and develop a repertoire
of strategies to support students to effectively choose, read and analyze the books they read.
Learning Outcomes/Course Objectives
Students will:
 Describe and read the diverse types of literary works and their creators for middle and
secondary students across all genres and topics from classic to contemporary texts.
 Understand the cognitive, physical and emotional characteristics of young people
between 8-17.
 Implement strategies to connect texts across genre and content areas.
 Model and guide students to develop meaningful literary discussions about and across
text
 Utilize strategies to use technology (e-books, webquests, blogs, wikis, etc.) to support
students to engage in thought provoking discussions about what they read
 Identify resources and strategies to learn about and teach students, parents, and
colleagues about books for 8-17 year olds
CT Position on Language Arts Relevant Standards
(Source: http://www.state.ct.us/sde/board/language_arts.pdf)
A quality language arts education should therefore be part of the core curriculum for all Connecticut
students. PreK-12 language arts education program should enable students to achieve the goals and
standards outlined in Connecticut’s Common Core of Learning and the Connecticut Language Arts
RLA 528, Fall 2008, page 1
Framework.
By the end of high school, all graduates should be able to:
 Develop and communicate informed opinions through reading, interpreting and evaluating
various texts;
 Read and respond to a variety of authors, texts and genres, and share responses to extend
understanding and enjoyment;
 Communicate with others to create interpretations and evaluations of written, oral and visual text;
and
 appreciate the influence that contemporary and classical artists and authors have on human
thought.
Teachers and schools play an essential role in ensuring quality language arts education by:
 providing a quality language arts program which includes reading, writing, speaking, listening
and viewing;
 setting high expectations for all students to ensure earlier and more equitable opportunities to
 learn to read and write;
 providing a rigorous study of language arts skills and concepts and their applications to reading
and writing in real-world contexts;
 creating classrooms that are rich learning environments that foster literacy in all students;
 providing more active student involvement with language arts, including: reading and writing
that relate to students’ current world and their future career needs and
 demands; and using a variety of skills to foster effective communication and lifelong love of
reading and writing;
 fostering more systematic and appropriate use of technological tools to enhance instruction in
 language arts;
 providing students with evaluations that are continuous and based on many sources of evidence;
 using a variety of teaching strategies to guide students in developing literacy, critical thinking,
and problem-solving abilities;
 serving as role models in speaking and writing.
Standards Alignment
For a comprehensive description of each standard please visit:
Connecticut Common Core of Teaching (CCTE)
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862
NCATE
http://www.ncate.org/public/standards.asp
NCATE IRA and NCTE Standards
http://www.ncate.org/public/programStandards.asp?ch=4
INTASC Principles
http://cte.jhu.edu/pds/Resources/INTASC_Principles.htm
ECSU Education Unit
RLA 528, Fall 2008, page 2
http://www.easternct.edu/depts/edu/edu.html
IRA
2.3.1-2.3.4
NCTE
3.1: 3.5-3.5.4;
4.1-4.8
NCATE
Standard
4b
INTASC
Principles
1-10
ECSU
Education
Unit
ELA I, II,
Content
III, IV, V, VI, Knowledge;
VII, VIII
Diversity
CCTE
Required Professional Texts
Blasingame, J, (2007). Books that don't bore 'em. New York: Scholastic
Herz, S., & Gallo, D. (2005). From Hinton to Hamlet. Westport, CT: Greenwood.
Required Literature Readings
Speak by Laurie Halse Anderson, Penguin/Speak 0-14-131088-X, $8.99
Because of Winn Dixie, Kate DiCamillo, Candlewick, 0763616052, $5.99
Joyful Noise, Paul Fleischman, HarperTrophy, 0064460932, $5.99
The Outsiders, S.E. Hinton, Puffin 0-14-038572-X, $5.99
Supplemental Readings
Professional Readings
You will be expected to read articles from The Reading Teacher, The Journal of Adolescent
Literacy, Educational Leadership, Language Arts, and Voices from the Middle.
Book Review Sources
The Horn Book, Kirkus Reviews, Book List, School Library Journal, and the database, Books in
Print are potential sources for reviews on books. The Journal of Adolescent Literacy publishes
Young Adults’ Choices annually in the November issue.
Backes, L. (NA). The difference between middle grade and young adult. Available at
http://www.write4kids.com/feature6.html.
Stallworth, B. (1998). The Young adult literature course: Facilitating the integration of young
adult literature into the high school English classroom. The ALAN Review, 26(1).
Available at http://scholar.lib.vt.edu/ejournals/ALAN/fall98/stallworth.html
RLA 528, Fall 2008, page 3
Donelson, K. L., & Nilsen, A. P. (2005). Literature for today's young adults. Boston: Pearson,
14-38.
Salvner, G. M. (2001). Lessons and Lives: Why Young Adult Literature Matters. The ALAN
Review, 28(3), 9. Available at
http://scholar.lib.vt.edu/ejournals/ALAN/v28n3/salvner.html
Responding to literature in the middle grades
http://www.ncte.org/profdev/online/rwt/topics/118595.htm
Science fiction as a genre in adolescent literature by Ken Keesee
http://falcon.jmu.edu/~ramseyil/sciencefiction.htm
So you think you know young adult literature
http://scholar.lib.vt.edu/ejournals/ALAN/spring96/questions.html#B
Young adult books: What attitude?
http://www.cynthialeitichsmith.com/youngadult.htm
Comic books for young adults
http://ublib.buffalo.edu/libraries/units/lml/comics/pages/index.html
Internet Resources
Organization/Title
International Reading
Association
National Council of
Teachers of English
Association of
Supervision and
Curriculum
Development
Read, Write, Think
Reading Rockets
TeachingBooks
Children's Book
Council
Connecticut’s Blueprint
for Reading
Achievement
URL
http://www.reading.org
www.ncte.org
www.ascd.org
www.readwritethink.org
http://www.readingrockets.org
http://www.teachingbooks.net
http://www.cbcbooks.org
http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
RLA 528, Fall 2008, page 4
New Literacies
Vandergrift’s Reader
Response Criticism
Bookplates and More
Picturing Picture Books
The Alan Review
YALSA (ALA)
Richie's Picks
ALAN (NCTE)
Teen Reads
TeensPoint
Best Books for Young
Adults (2008)
http://www.literacy.uconn.edu
http://www.scils.rutgers.edu/~kvander/readerresponse.html
http://www.myhomelibrary.org
http://picturingbooks.imaginarylands.org/
http://scholar.lib.vt.edu/ejournals/ALAN/alan-review.html
http://www.ala.org/ala/yalsa/yalsa.htm
http://www.richiespicks.com
http://www.alan-ya.org/
http://www.teanreads.com
http://www.teenspoint.org/
http://www.ala.org/ala/yalsa/booklistsawards/bestbooksya/08bbya.cfm
Blogs Related to Middle and Young Adult Literature
Midwestern Lodestar
Finding Wonderland
Adventures of a Librarian
Biblio File
Delicious Clean Reads
YA Authors Cafe
http://midwesternlodestar.blogspot.com/
http://writingya.blogspot.com/
http://madelinefan.wordpress.com/
http://tushuguan.blogspot.com/
http://cleanreads.blogspot.com/
http://yaauthorscafe.blogspot.com/
The following is a list of middle grade and young adult novels that you may want to read
and explore throughout the semester. This is not a comprehensive list but a list of the
authors and/or titles that students may WANT to read.
Middle Grade Novels
Chasing Vermeer, Blue Balliett (2004)
Pendericks: A Summer Tale of Four Sisters, Two Rabbits and a Very Interesting Boy, Jeanne
Birdsall, (2005)
Al Capone Does My Shirts, Gennifer Choldenko (2006)
Absolutely Normal Chaos, Sharon Creech (1996)
Bud, Not Buddy, Christopher Paul Curtis, (1999)
Anything by Roald Dahl
The Tale of Despereaux, Kate DiCamillo (2003)
City of Ember by Jeanne DuPrau (2004)
RLA 528, Fall 2008, page 5
The Whipping Boy, Sid Fleischman (1986)
The Thief Lord, Cornelia Funke (2002)
Joey Pigza Loses Control, Jack Gantos (2000)
Hoot, Carl Hiaasen (2002)
Out of the Dust, Karen Hesse (1997)
Everything on a Waffle, Polly Horvath (2001)
Time Stops for No Mouse, Michael Hoeye (2002)
The Phantom Tollbooth, Norton Juster (1961)
Kira, Kira, Cynthia Kadohata (2004)
A View From Saturday, E.L. Konigsburg (1996)
Ben and Me, Robert Lawson (1939)
Rules, Cynthia Lord (2006)
Fablehaven, Brandon Mull (2007)
The Great Gilly Hopkins, Katherine Paterson (1996)
The Higher Power of Lucky, Susan Patron (2006)
A Long Way from Chicago, Richard Peck (1998)
Criss Cross, Lynne Rae Perkins (2005)
The Westing Game, Ellen Raskin (1978)
Summer of the Monkeys, Wilson Rawls (1976)
Holes, Louis Sachar (1998)
Harry Potter and the Sorcerer's Stone, J. K. Rowling (1998)
The Cricket in Times Square, George Selden (1960)
The Witch of Blackbird Pond, Elizabeth George Speare (1958)
Egypt Game, Zilpha Keatley Snyder (1972)
Dragon's Gate, Laurence Yep (1993)
Miracle's Boys, Jacqueline Woodson (2000)
Series
Dear America (Scholastic)
Diary of a Wimpy Kid, Jeff Kinney
Inkdeath series, Cornelia Funke
My Name in Amerika (Scholastic)
Percy Jackson books, Rick Riordan
Peter and the Starcatchers, Dave Barry & Ridley Pearson
RLA 528, Fall 2008, page 6
Royal Diaries (Scholastic)
Septimus Heap (HarperCollins)
Sisters Grimm, Michael Buckley
Spiderwick Chronicles, Holly Black
Underland Chronicles, Suzanne Collins
Unfortunate Events, Lemony Snicket
Wolves Chronicles, Joan Aiken
Young Adult Books
The Absolutely True Diary of a Part Time Indian, Sherman Alexie, (2007)
Feed, M.T. Anderson (2002)
The Astonishing Life of Octavian Nothing, M.T. Anderson (2006)
I Know Why the Cage Bird Sings, Maya Angelou (1969)
Go Ask Alice, Anonymous (1971)
Sounder, William Armstrong (1969)
Nothing But the Truth, Avi (1993)
Weetzie Bat, Francesca Lia Block (1989)
Tangerine, Edward Bloor (2001)
Forever, Judy Blume (1975)
A Great and Terrible Beauty, Libba Bray (2005)
Martyn Pig, Kevin Brooks (2002)
Artemis Foul, Eion Colfer (2001)
Chocolate War (1975), I am the Cheese (1978) Robert Cormier
King of the Mild Frontier, Chris Crutcher (2004)
Chinese Handcuffs, Chris Crutcher (1989)
Whale Talk, Chris Crutcher (2001)
Dreamland, Sarah Dessen, (2000)
The House of the Scorpion, Nancy Farmer (2002)
Shattering Glass, Gail Giles (2002)
Hole in My Life, Jack Gantos (2002)
Lord of the Flies, William Golding (1965)
Looking for Alaska, John Green (2005)
Second Cousins, Virginia Hamilton (1998)
RLA 528, Fall 2008, page 7
The Outsiders, S.E. Hinton (1967)
The First Part Last by Angela Johnson (2003)
Stoner and Spaz, Ron Koertge (2002)
Boy Meets Boy, David Levithan (2003)
The Giver, Lois Lowry (1993)
The Earth, My Butt, and Other Big Round Things, Carolyn Mackler (2003)
Sold, Patricia McCormick (2006)
Twilight, Stephenie Meyer (2006)
Monster, Walter Dean Myers (1999)
A Wreath for Emmett Till, Marilyn Nelson (2005)
What Happened to Lani Garver?, Carol Plum-Ucci (2002)
Amazing Maurice and his Educated Rodents, Terry Prachett (2001)
The Golden Compass (1996), The Subtle Knife (1997), The Amber Spyglass (2000) Philip
Pullman
The Catcher in the Rye, J. D. Salinger (1951)
A Tree Grows in Brooklyn, Betty Smith (1943)
Maus, Art Spiegelman (1986)
Stargirl, Jerry Spinelli (2000)
Roll of Thunder, Hear My Cry (1976); Let the Circle Be Unbroken (1981), The Land (2001)
Mildred Taylor
Stuck in Neutral, Terry Trueman (2000)
Izzy Willy Nilly, Cynthia Voigt (1986)
Double Helix, Nancy Werlin (2004)
Make Lemonade, Virginia Euwer Wolff (1993)
True Believer, Virginia Euwer Wolff (2001)
Miracle Boys, Jacqueline Woodson (2000)
American Born Chinese, Gene Luen Yang (2006)
The Pigman, Paul Zindel (1968)
Fighting Ruben Wolfe, Markus Zusak (2001)
Series
The Artemis Fowl series by Eoin Colfer
RLA 528, Fall 2008, page 8
Young Wizard series, Diane Duane
Alice books, Phyllis Reynolds Naylor
Inheritance books, Christopher Paolini
Old Kingdom and other series, Garth Nix
Dark Materials Trilogy, Philip Pullman
A Sampling of Non Fiction Authors for Young Adults









Marc Aronson
Susan Bartoletti
Candace Fleming
Russell Freedman
James Cross Giblin
Philip Hoose
Elizabeth Mann
Jim Murphy
Susan Rubin
Editors of Anthologies for Middle and Secondary Students




Avi
Michael Cart
Don Gallo
Hazel Rochman
A Sampling of Authors with Diverse Backgrounds Who Often Address Diversity















Marion Dane Bauer
Joseph Bruchac
Sandra Cisneros
Christopher Paul Curtis
Sharon Draper
Virginia Hamilton
James Howe
Frederick and Patricia McKissack
Walter Dean Myers
Marilyn Nelson
Julie Peters
Gary Soto
Mildred Taylor
Jacqueline Woodson
Laurence Yep
Poetry and Poets for Preteens and Young Adults
RLA 528, Fall 2008, page 9


John Grandits
Marilyn Nelson
Technology: All writing should be completed on the computer, unless the instructor approves
exceptions ahead of time. Papers should be double-spaced with one-inch margins and 12-point
font. The ability to communicate by e-mail and send electronic documents by Word attachment
will facilitate the dissemination of class specific information and conversation. The use of the
Internet is an important resource for all writing and presentation projects. The Eastern library is a
valuable source of electronically based information so you may wan to take advantage of the
many electronic databases available through the library. You should check WebCT regularly, at
least once a week between classes, and are accountable for engaging in learning through WebCT
activities.
Global Perspective: Regular discussions will occur to place the learning of this course into a
global perspective. As members of a multi-cultural and diverse nation, students will initiate and
respond to conversations about the implications of course topics to the health and well being to
the world community.
Attendance and Participation: Your regular attendance in class and on WebCT discussions is
expected and contributes to the community of learning. You are expected to read the textbooks
and trade books for this course and participate in both live and electronic discussions about the
ideas presented in the text and your reaction and thoughts about using the books that you read
with students. If you miss a class, you will be responsible for the material covered. I will use
WebCT Vista as a way to support you and provide you with information you may need. If you
miss more than one class, you may have to demonstrate your knowledge the information missed.
The following rubric will be used as a guideline for evaluating your participation in class.
Target
Acceptable
plus fullyengaged, offer
insightful
observations
and contribute
both answers
and questions
in live and
WebCT
discussions.
(40-35)
Acceptable
Regular and
active
participation in
small and large
group
discussions in
class and on
WebCT
consistently
prepared
(30-25)
Unacceptable
Absent,
unengaged,
distracted,
daily
assignments
not completed
(>25)
Grading Scale
94-100 A
90-93 A-
86-89 B+
RLA 528, Fall 2008, page 10
83-85 B
80-82 B77-79 C+
74-76 C
70-73 C67-69 D+
60-66 D
<60
Evaluation
Class participation (including WebCT)
40%
(20 points for live class and 20 points for WebCT)
This includes complete the two student responsibilities (participating in a literary event and
registering for TeachingBooks.net).
You will have regular postings on WebCT and you need to post within the specified time periods
to benefit from the combination of online and live discussions.
Assignments
Assignments
60%
Percentage of Grade
The references to the standards, refer to the 12 Standards for English Language Arts (NCTE &
IRA) available at www.ncte.org/about/over/standards/110846.htm
Assignment #1
From Interest to Reader
NCTE/IRA Standards # 7 & 11
Due September 24, 2008
10%
Create a list of questions (approximately 12-15) to ask a young person from 12-18 to
identify his or her interests. Interview two young people. Try to select different age level
students. Write approximately 2-4 page (typed, double spaced paper) in which you
discuss the interviews, including a summary of the interviews, your evaluation of the
interview response and suggest at least 4 books that each of these students might want to
read as result of his or her interests. You may choose to include a table to help you make
a comparison of the responses. This assignment may be written in the first person.
Assignment #2
Literary Application
NCTE/IRA Standards #2, 7, 8, & 11
Due October 15, 2008
20%
Choose one (1) of the following.

Develop an author center on a middle grades or young adult author that features
information about the author and his or her books as well a at least 20 questions to use to
assess understanding of the book and a list of five products that students might complete
to show their understanding of the work.
RLA 528, Fall 2008, page 11





Develop a genre interest development center with print and media materials that provide
students with a chance to investigate the genre. Be sure to include a definition of the
genre, book lists, lists of authors who write in that genre and a list of movies in the genre.
Develop a Webquest to extend the ideas of a novel to support students to engage with a
novel or piece of nonfiction.
Identify a curriculum standard in a content area and develop a literature study plan to
address the standard using at least 4 varied texts.
Read a text for middle and/or secondary students and identify 2 audio books that
complement and extend the text. Develop strategies to use the audio books to support
comprehension and engagement with the text.
Develop a blog about reading and books for a targeted audience.
Assignment #3
Book Web
NCTE/IRA Standards # 1, 2, 5, & 7
Due November 19, 2008
10%
Choose a particular grade level and choose a big idea (change, patterns, systems, conflict,
identity, relationships, etc) that students explore at that grade level and develop a web that
connections at least 24 items (different types of books, authors, websites, movies, audiobooks,
etc) to support the exploration of the big idea.
You may want to use the software, Inspiration, for this project.
Assignment #4
Book Explosion
NCTE/IRA Standards #1, 2, 6
Due December 10, 2008
20%
Read 25 books to use with students in grades 4-12. Ten (10) books must be middle grade novels,
seven (7) must be young adult novels, two (2) must be biographies, five (5) must be non-fiction
texts, and three (3) must be picture books to use with middle and/or secondary students. The
books should be representative of the nine (9) listed genres and each book annotation should
include:
Author, title, copyright, genre (use codes listed below), 3-5 sentence summary of the big ideas in
the novel (not a plot summary), target audience, reading level and 5 ideas for how you might use
the novel with students. Focus on activities that reflect synthesis, analysis, and evaluation.
Books that are not eligible for this assignment are books that you have already read or books that
are featured for more than five minutes in class. However, if a book is on a list that is featured
in class, it is still eligible for the assignment.
Genre Codes
B=biography
CF=contemporary fiction
MR=magical reality
NF=nonfiction
R=realistic fiction
SF=science fiction
RLA 528, Fall 2008, page 12
F=fantasy
G=graphic novel
H=historical fiction
PB=picture book
P=poetry
V=verse novel
RLA 528, Fall 2008, page 13
Class Date
Focus
Assignments
One of your responsibilities for this course will be to read at least two middle grade and/or YA novels
every week. You are welcome to borrow books from the cabinet, the ECSU library, or a local or school
library.
Introductions; Course
Read Herz and Gallo chapters 1 & 2; Blasingame chapter 1; read
goals; Assessment of
Elijah of Buxton and a book of your choice
current knowledge;
Assessment discussion,
September 3,
overview of the
2008
potential to connect
books and support
readers
How literature supports Read Herz and Gallo chapter 3; Backes article; Novel reads
the IRA/NCTE and CT
standards;
Characteristics of
preadolescents and
young adults What YA
September 10,
read?, Characteristics of
2008
the best books for
young adult literature;
History of adolescent
literature; the role of
interest assessment
September 17,
2008
September 24,
2008
October 1, 2008
October 8, 2008
October 15,
2008
An overview of genres
and matching texts with
8-12 year olds and YAs
with introductions to all
genres
Evaluating middle grade
and YA texts; Awards;
matching youth and
text; what is
comprehension for these
readers?
Genre Focus-Classics &
Fantasy; What is the
role of the classics; The
spectrum of approaches
to engage with literature
Read Blasingame chapter 3; Novel Reads
Genre Focus-Realism,
romance; talking about
text and supporting text
to text, text to self and
text to world
connections; Socratic
Seminars; Escalating
questioning techniques
Genre Focus-Poetry,
drama and humor;
Connecting picture
books and longer texts
to support engagement
and understanding the
text
Read Herz and Gallo chapter 6; Novel reads
Read Herz and Gallo chapter 4; Review the list of Michael Printz
Award winners and read one of the winners and post a response
to the Printz discussion board ; Novel reads
Assignment 1 due
Read Herz and Gallo Chapter 5; Review a list of recent middle
grade and YA novels and identify who might read them; Read
the selections from Page One and use one selection with your
class in a way that reflects your current thinking about
engaging and supporting kids to understand text
Locate and read one poetry text and one drama
Assignment 2 due
RLA 528, Fall 2008, page 14
October 22, 2008
Meet at 3:45 pm at the Konover
Auditoriumm (University of
Connecticut) to hear Leonard Marcus
talk about the history of books for youth
MT Anderson Presentation
Genre Focus-Nonfiction; Biographies
for youth; Responding to literaturebeyond the book report
Read Responding to literature in the
middle grades
Bring at least 6 different nonfiction
texts to class that includes at least 2
biographies.
Genre Focus-Science fiction; Focus on
the authors of books for 8-17 year olds
October 29, 2008
November 12, 2008
November 19, 2008
Genre Focus-Short stories, essays; Text
format-graphic novels, cartoons, &
comic books
Technology to support reading for YAsBlogs, Webquests, Pod casts, Email,
Instant Messaging, etc.
YA Literature to support the content
areas; Embracing and integrating
diversity through literature
NO Class-Thanksgiving Break
http://uconncoop.booksense.com/N
ASApp/store/IndexJsp?s
=storeevents&eventId=37851;
Novel reads
Meet at Konover Auditorium,
Univeristy of Connecticut at 7 pm.
October 28, 2008
November 5, 2008
Event details at
Read the Keesee article on science
fiction and one science fiction text and
post a response to the science fiction
discussion board; Read at least 3 of
the author interviews from chapter 4
and post a summary of information on
those authors on the discussion board
on WebCT
Read the Stallworth article; Read
Comic books for young adults; Novel
reads
Read Herz and Gallo chapter 7; Novel
reads
Read Herz and Gallo chapter 8: Novel
reads
Assignment 3 due
Yes, it’s break but how about reading?
November 26, 2008
December 3, 2008
December 10, 2008
Censorship and controversy: Strategies
to keep up to date with the field of
books
Assignment 4 presentations that
highlight at least 6 of the titles.
Locate 3-6 websites and/or blogs that
would be helpful for keeping up with
titles for youth; Novel reads
Assignment 4 due
Student Responsibilities
1.) As part of your participation in this class, you need to participate in at least one (1) children's
or young adult literature activity/event and share a brief description (2-3 minute presentation on
the highlights) of the event with the class before December 10, 2008.
Suggested activities include:
RLA 528, Fall 2008, page 15
 Attend a presentation on children's/young adult literature and or on strategies to support
students to connect with literature. For example, you might attend a BER presentation by
Walter Mayes, Katie Baxter, Judy Freeman or others.
 Spent 1-1/2 hours in bookstore/library reading and reviewing children's and young adult
books published from 2004-2008. Talk to the children’s book buyer or librarian about
trends in children’s and young adult books.
 Attend a presentation by a children's/young adult author/illustrator.
 Participate in a web-based interview of a children's/young adult author/illustrator.
 Attend an event sponsored by the Foundation for Children's Books, visit www.thefcb.org.
 Interview an author/illustrator of children's/young adult books.
2.) Subscribe to TeachingBooks.net. This is free to ECSU students and you should set up your
subscription before October 1, 2008.
Information on the TeachingBooks subscription
(Be sure to enroll and make use of this wonderful resource.)
Eastern Connecticut State University has purchased a license to TeachingBooks.net for everyone associated with
Eastern CT State Univ. to freely use TeachingBooks from school, home or library.
COMPLETE EDUCATOR ACCESS: Click on the following link and fill out the profile for unlimited access to
customized and comprehensive K-12 book and author materials:
http://teachingbooks.net/register.cgi?sponsor_code=tb_9111af32ba2e3387
Or, easily access thousands of author programs, book guides, book readings and author websites without registering
by visiting:
http://teachingbooks.net/home/
Password = ECSU
TeachingBooks.net is a diverse and constantly growing online collection of author programs and K-12 book-related
materials.
 Original movies revealing the book creation processes (filmed in the studios of award-winning authors and
illustrators!), audio excerpts of professional book readings, and book guides and engaging resources, which
span thousands of children's, YA and non-fiction titles.
 Available online, anytime, all TeachingBooks materials facilitate the discussion and integration of books
throughout the K-12 curriculum.
RLA 528, Fall 2008, page 16