Children's Literature Professional Resource Guide by Rose Donehoo

What it is:

rosedonehoo — 2025-02-04 20:49:18 UTC

A supportive classroom is one where students feel encouraged, respected, and motivated to take risks in their learning, especially when it comes to developing their writing skills. Writing is not only a social activity, but it also requires a combination of cognitive and emotional effort (Vander Kolk, 2025). This means that a supportive environment is crucial for students to develop the skills and confidence necessary to become effective writers. In a supportive classroom, students are provided with the tools, resources, and encouragement they need to succeed, making it a place where they feel safe to express themselves and grow (Vander Kolk, 2025). Additionally, research highlights the importance of autonomy-supportive teaching, which helps students take ownership of their learning and become more self-sufficient in their writing development (Alrabai, 2021).

How it is Promoted/Enhanced:

rosedonehoo — 2025-03-18 15:06:18 UTC

To create a supportive classroom, teachers must actively engage students and encourage them to take responsibility for their learning while providing the necessary support and guidance. One way to promote this is by offering writing opportunities that are relevant and meaningful, ensuring students understand the purpose of their work (Vander Kolk, 2025). For instance, writing can help students communicate with others, build connections, and better retain what they learn (Vander Kolk, 2025). Autonomy-supportive teaching can also be an effective way to enhance a supportive classroom. By encouraging students to make decisions about their writing, teachers help students develop a sense of ownership and motivation in their work (Alrabai, 2021). When students have the freedom to explore their interests and strengths, they are more likely to become confident, competent writers.

What it is:

rosedonehoo — 2025-03-18 15:09:31 UTC

The Writing Workshop is a way to teach students how to improve their writing by giving them a set time to write, receive feedback, and learn writing techniques. Writing is something people do together, and each writing task depends on the situation it's in, so teachers must create an environment that encourages active learning and interaction (Vander Kolk, 2025). Research shows that teachers need to carefully plan their classroom setup to make sure students get enough time and opportunities to practice writing and grow in their skills (Troia et al., 2011). In a Writing Workshop, students not only work on their writing skills, but they also get feedback and have a chance to improve independently (Troia et al., 2011).

How is it Promoted/Enhanced

rosedonehoo — 2025-03-18 15:09:47 UTC

To make the Writing Workshop work well, it’s important to have enough time for students to write, support them with encouragement, provide useful resources, and give them chances to write for real purposes (Vander Kolk, 2025). Research shows that writing often and consistently helps students improve, so teachers should make sure students have regular practice (Troia et al., 2011). Having a supportive classroom community is also key, where students help each other, give feedback, and learn together (Vander Kolk, 2025). Teachers should give students access to different resources like books, technology, and writing tools, so they have everything they need to improve (Vander Kolk, 2025). Lastly, allowing students to share their work with others, like classmates or even outside audiences, helps them see the real value in writing (Troia et al., 2011). By creating this environment, students can become more motivated and better writers.

What it is:

rosedonehoo — 2025-03-18 15:10:15 UTC

Process writing is an instructional approach that emphasizes writing as a multi-step journey, rather than a one-time task. It includes planning, drafting, revising, editing, and publishing, allowing students to view writing as a dynamic process of discovery and refinement. Process writing helps students find their voices, make choices, and develop ownership of their work (Calkins, 2011). This method supports students in becoming confident, thoughtful writers who understand that writing evolves over time.

How it is promoted/enhanced:

rosedonehoo — 2025-03-18 15:10:26 UTC

Process writing is enhanced by creating a classroom environment where writing is valued as a meaningful and authentic activity. Teachers promote it by modeling their own writing process, providing opportunities for peer feedback, and giving students time to write every day. Stressing the importance of providing students with frequent opportunities to write for real purposes and audiences, which increases motivation and engagement is valuable (Graves et al., 2011). These elements work together to foster a community of writers who view revision as a natural and rewarding part of writing.

Description

rosedonehoo — 2025-03-18 15:11:01 UTC

The Critical Thinking Writing Strand emphasizes students' ability to generate ideas, gather relevant information, and engage in the full writing process. This strand focuses on using writing as a tool for thinking, reflection, and thoughtful communication. Students learn to ask meaningful questions, consider multiple perspectives, and express complex ideas clearly through various writing genres (Graves et al., 2011).

How it is developed:

rosedonehoo — 2025-03-18 15:11:19 UTC

This strand is developed through rich learning experiences and intentional writing practices. Students benefit from writing about topics they care about and engaging in authentic writing opportunities. Providing scaffolds such as graphic organizers, mentor texts, and thinking stems allows students to structure and deepen their thinking (Graves et al., 2011). Consistent feedback and reflective writing practices further help students grow in their ability to think critically through their writing.

How it is assessed:

rosedonehoo — 2025-03-18 15:11:32 UTC

Teachers use rubrics to evaluate idea development, logical organization, depth of insight, and clarity of expression. Formative assessments like writing conferences and journals provide insight into students’ thought processes. The revision process is a particularly valuable assessment tool, as it reveals how students refine and build upon their ideas (Calkins, 2011).

Definition

rosedonehoo — 2025-03-18 15:12:24 UTC

The Syntax Writing Strand refers to students’ understanding and use of grammar, sentence structure, and punctuation to create coherent and meaningful writing. Syntax is defined as the arrangement of words, phrases, and clauses according to grammatical rules to form sentences (Graves et al., 2011).

Description

rosedonehoo — 2025-03-18 15:12:30 UTC

Sentence construction is more than just a basic writing skill; it is a crucial process in which students combine ideas to make meaning. Each sentence requires intentional construction and decision-making. For many students, crafting well-formed sentences is a complex process that demands systematic and direct instruction. To do this effectively, students must understand parts of a sentence, sentence types, and proper punctuation (Vander Kolk, 2025).

How it is developed:

rosedonehoo — 2025-03-18 15:12:39 UTC

Syntactic awareness develops over time and is supported by regular exposure to quality texts and explicit grammar instruction. As students are read to frequently and given opportunities to construct and deconstruct sentences, they begin to notice when something "doesn’t sound right." When grammar rules are taught directly, students internalize the rules and grow confident in sentence construction (Vander Kolk, 2025).

How it is assessed:

rosedonehoo — 2025-03-18 15:12:49 UTC

Teachers assess this by evaluating sentence variety, punctuation accuracy, and overall grammatical structure in student writing. Observations, writing samples, and rubrics help identify whether students are using complete, grammatically sound sentences and employing a range of sentence types to communicate effectively (Graves et al., 2011).

How it is taught:

rosedonehoo — 2025-03-18 15:12:57 UTC

Instruction in syntax is most effective when embedded in authentic writing tasks. Teachers should introduce students to the basic parts of a sentence and then build up to more complex structures. Mini-lessons can address specific grammar rules and sentence types, using mentor texts and model writing. Instruction should also include listening activities that develop students' ability to recognize incorrect sentence constructions (Vander Kolk, 2025).

How it is taught:

rosedonehoo — 2025-03-18 15:13:10 UTC

Instruction focuses on modeling and guiding students through the full writing process. Teachers offer mini-lessons on research, organizing ideas, elaborating with evidence, and revising for clarity and depth. Peer reviews and collaborative discussions help students refine their ideas before and after writing. Integrating text-based writing strategies supports students in connecting reading and writing, enhancing their critical thinking across literacy tasks (Mesmer, 2019).

Definition

rosedonehoo — 2025-03-18 15:14:13 UTC

The Text Structure Writing Strand focuses on how students organize their writing based on purpose, using narrative, informational, and opinion structures. It also teaches paragraph structure, patterns of organization (like cause and effect or sequence), and the use of linking and transition words to create clear and connected ideas (Calkins, 2011).

Description

rosedonehoo — 2025-03-18 15:14:19 UTC

The Critical Thinking Writing Strand emphasizes students' ability to generate ideas, gather relevant information, and engage in the full writing process: organizing thoughts, drafting, writing, and revising. This strand focuses on using writing as a tool for inquiry, reflection, and thoughtful communication. Students learn to ask meaningful questions, consider multiple perspectives, and express complex ideas clearly through various writing genres (Graves et al., 2011).

How it is developed:

rosedonehoo — 2025-03-18 15:14:33 UTC

How it is assessed:

rosedonehoo — 2025-03-18 15:14:42 UTC

Critical thinking in writing is assessed by looking beyond surface-level mechanics. Teachers use rubrics to evaluate idea development, logical organization, depth of insight, and clarity of expression. Formative assessments like writing conferences and journals provide insight into students’ thought processes. The revision process is a particularly valuable assessment tool, as it reveals how students refine and build upon their ideas (Calkins, 2011).

How it is taught:

rosedonehoo — 2025-03-18 15:14:50 UTC

Definition

rosedonehoo — 2025-04-28 15:09:44 UTC

Writing craft refers to the artistic decisions a writer makes to shape their message for readers. It includes the ability to carefully choose words, structure ideas, and use literary techniques to engage the audience.

Description

rosedonehoo — 2025-04-28 15:10:01 UTC

The Writing Craft strand focuses on how students develop skills like precise word choice, an understanding of audience and purpose, and the use of literary devices such as imagery, simile, and metaphor (Calkins, 2011). Students learn that writing is not just about getting ideas onto the page but crafting them in ways that best suit the intended message and the needs of their readers.

How it is developed:

rosedonehoo — 2025-04-28 15:10:20 UTC

Writing craft is developed through intentional exposure to mentor texts, modeling by teachers, and repeated opportunities for students to write, reflect, and revise. Teachers should immerse students in rich examples of writing, encouraging them to notice and try out techniques used by skilled authors (Graves et al., 2011). Additionally, direct instruction in stylistic elements and time for creative exploration help students to internalize and expand their writing abilities.

How it is assessed:

rosedonehoo — 2025-04-28 15:10:36 UTC

Teachers assess writing craft by examining how well students fix their language, tone, and structure to fit their purpose and audience. Assessments often involve rubrics that evaluate elements such as voice, word choice, use of figurative language, and clarity of communication (Calkins, 2011). Feedback is most effective when it is specific, offering students clear guidance on how to refine and enhance their writing.

How it is taught:

rosedonehoo — 2025-04-28 15:10:55 UTC

Teaching writing craft involves a blend of modeling, explicit instruction, and guided practice. Teachers demonstrate the use of strong writing techniques, share and analyze mentor texts, and provide opportunities for students to apply these skills in their own writing (Graves et al., 2011). Writing workshops, mini-lessons on craft elements, and individualized feedback create an environment where students feel supported to take risks and refine their writing voice.

Definition

rosedonehoo — 2025-04-28 20:59:25 UTC

Transcription skills refer to a writer’s ability to physically produce written language through spelling, handwriting, and keyboarding.

Description

rosedonehoo — 2025-04-28 20:59:47 UTC

Transcription skills include spelling, handwriting, and keyboarding. Spelling is essential for fluent writing. Handwriting focuses on forming letters legibly and efficiently, while keyboarding teaches students to produce written work using technology, a crucial modern skill (Graves et al., 2011).

How it is developed:

rosedonehoo — 2025-04-28 21:00:05 UTC

Students develop transcription skills through explicit instruction and practice. For example, spelling instruction often includes patterns, rules, and word families, while handwriting practice starts with proper letter formation and moves toward fluency. Keyboarding instruction begins with home-row positioning and gradually builds typing speed and accuracy (Graves et al., 2011).

How it is assessed:

rosedonehoo — 2025-04-28 21:00:26 UTC

Transcription skills are typically assessed through spelling tests, handwriting rubrics evaluating legibility and speed, and typing assessments. Teachers also evaluate transcription informally by observing how easily students produce written work during classroom tasks (Calkins, 2011).

How it is taught:

rosedonehoo — 2025-04-28 21:01:26 UTC

Effective teaching of transcription combines direct instruction, frequent modeling, guided practice, and immediate feedback. Over time, regular practice and reinforcement help students build automaticity, allowing them to focus more on composing their ideas rather than worrying about the mechanics (Calkins, 2011).

Definition

rosedonehoo — 2025-04-28 21:01:48 UTC

Picturebooks are narrative or non-narrative works where words and illustrations work together to create a complete artistic experience. They are a format rather than a genre, with diverse styles, artistic mediums, and structures that contribute to young readers’ development (Vander Kolk, 2025).

Descriptions

rosedonehoo — 2025-04-28 21:02:17 UTC

Picturebooks vary widely, ranging from early childhood toy books to wordless books and picture storybooks. They help children develop story concepts, promote inventive language use, and foster visual literacy by encouraging readers to interpret complex images (Graves et al., 2011). Key features include the dust cover, endpages, title pages, continuous illustration sequences, and creative page layouts like breaking the frame (Vander Kolk, 2025). The artwork might use media such as watercolor, acrylics, collage, or photography, and can follow different artistic styles like realism, impressionism, surrealism, or folk art.

Examples

rosedonehoo — 2025-04-28 21:04:54 UTC

The Very Hungry Caterpillar by Eric Carle.
Where the Wild Things Are by Maurice Sendak.
Goodnight Moon by Margaret Wise Brown.
Tuesday by David Wiesner.
Don’t Let the Pigeon Drive the Bus! by Mo Willems.

Implementation

rosedonehoo — 2025-04-28 21:05:20 UTC

Teachers use picture books in the classroom by selecting texts that match developmental needs, which creates dialogue about both text and illustrations, and encouraging students to create their own picture books. Strategies include interactive read-alouds, guided discussions about artistic choices, and activities like predicting what happens next based on the images (Mesmer, 2019). Teachers can also use picture books to introduce concepts like story structure, character development, and artistic media, helping students become more thoughtful consumers and creators of texts (Vander Kolk, 2025).

Definition

rosedonehoo — 2025-04-28 21:06:21 UTC

Poetry is a form of writing that uses language in its most expressive and impactful way to convey emotions, ideas, and experiences. It often emphasizes rhythm, imagery, and metaphor, encapsulating complex thoughts in condensed, meaningful structures (Vander Kolk, 2025).

Descriptions

rosedonehoo — 2025-04-28 21:06:44 UTC

Poetry is a genre that celebrates both form and content, using sound, rhythm, and imagery to create emotional and intelligent responses. It encompasses many types, including nursery rhymes, limericks, free verse, sonnets, and haikus, each having unique structural features. The essence of poetry lies in its ability to capture moments, feelings, and thoughts in a compressed form, often relying on metaphor to convey deeper meanings (Vander Kolk, 2025). Types of poetry like ballads and folk poems often narrate stories, while lyrical poetry focuses more on personal emotions, inviting readers into a more intimate connection with the poet’s thoughts.

Examples:

rosedonehoo — 2025-04-28 21:08:43 UTC

Where the Sidewalk Ends by Shel Silverstein.
A Light in the Attic by Shel Silverstein.
Out of Wonder: Poems Celebrating Poets by Kwame Alexander.
Love That Dog by Sharon Creech.
Hi, Koo! by Jon J. Muth.

Implementation

rosedonehoo — 2025-04-28 21:09:07 UTC

Poetry is a tool in early childhood education as it encourages creativity, phonemic awareness, and thinking skills. Poetry promotes language development by encouraging students to experiment with sound patterns, rhyme, and imagery. Teachers can use activities like writing their own short poems or using poetry in cross-curricular learning to enhance students’ understanding of various subjects. Poetry often involves metaphorical thinking, which encourages students to draw connections between ideas, fostering critical thinking skills (Vander Kolk, 2025).

Definition

rosedonehoo — 2025-04-28 21:12:21 UTC

Folk narratives are traditional stories passed down orally from generation to generation within a community or culture. They often reflect the values, customs, and beliefs of the people from whom they originate, using simple, memorable language and often conveying a moral lesson.

Descripitions

rosedonehoo — 2025-04-28 21:12:50 UTC

Folk narratives include various types such as folktales, fables, legends, myths, and fairy tales. These stories are typically characterized by their use of fantastical elements, moral teachings, and characters that embody certain virtues or vices. They often feature universal themes. They can take on different forms such as oral storytelling, songs, or dances, and are usually told in an engaging, rhythmic manner to captivate listeners, especially children. Common features include recurring themes, memorable characters, and simple, direct storytelling techniques that make them easy to remember and retell.

Examples

rosedonehoo — 2025-04-28 21:14:38 UTC

Fairy Tales: "Cinderella," "Little Red Riding Hood"
Legends: "Robin Hood," "King Arthur and the Knights of the Round Table"
Fables: "The Tortoise and the Hare," "The Boy Who Cried Wolf"
Myths: "The Greek Myth of Pandora's Box," "The Norse Myth of Thor"

Implementation

rosedonehoo — 2025-04-28 21:14:58 UTC

In the classroom, folk narratives can be used to introduce young students to storytelling, moral lessons, and the cultural heritage of different communities. Teachers can use folk narratives in read-aloud sessions, allowing children to engage with the text’s rhythm, repetition, and meaning. Activities like role-playing, retelling stories, and creating their own versions of folktales can help children internalize the narratives and explore their morals. Additionally, folk narratives can be used to discuss themes like justice, kindness, and community, fostering emotional development and social learning. These stories can encourage the use of language for creative expression and provide opportunities for children to practice sequencing and storytelling skills (Vander Kolk, 2025).

Definition

rosedonehoo — 2025-04-28 21:15:29 UTC

A biography is a narrative work that tells the life story of a real person, usually written in the third person. It orders the individual’s life experiences, highlighting their actions, decisions, and how these shaped their journey and impact on the world.

Descriptions

rosedonehoo — 2025-04-28 21:15:49 UTC

Biographies are valuable in the classroom for helping students understand the personal choices of historical figures and the consequences of those decisions. Through a biography, students can gain insight into different historical periods, learning how individuals reacted to and shaped events. The text often emphasizes a character's growth, challenges, and resilience, making these works both informative and inspiring for readers (Calkins, 2011). Additionally, biographies are presented in various forms, such as graphic biographies, partial or complete biographies, autobiographies, and memoirs, offering students a variety of ways to engage with the life stories of significant figures.

Examples

rosedonehoo — 2025-04-28 21:16:48 UTC

The Diary of a Young Girl by Anne Frank.
The Story of My Life by Helen Keller.
Malala: My Story of Standing Up for Girls' Rights by Malala Yousafzai.

Implementation

rosedonehoo — 2025-04-28 21:17:57 UTC

In the classroom, biographies can be implemented in various ways to enrich students' understanding of history and human experiences. Teachers can build a biography collection, allowing students to read about different people from diverse backgrounds and periods (Graves et al., 2011). Students can explore the choices made by individuals, analyze the themes, settings, and plots of these biographies, and reflect on how these figures’ actions have impacted the world. Additionally, comparing different types of biographies can help students engage with the content more and relate it to their own lives (Calkins, 2011).

Definition

rosedonehoo — 2025-04-28 21:18:30 UTC

Fantasy is a genre of literature that uses magical or supernatural elements that do not exist in the real world. The stories typically involve imaginary worlds, creatures, and events that challenge the laws of nature and reality (Graves et al.,, 2011).

Decriptions

rosedonehoo — 2025-04-28 21:18:49 UTC

Fantasy literature is designed to transport readers into imaginative worlds where magic, mythical beings, and heroic quests are commonplace. The genre often involves a struggle between good and evil, with characters who possess special powers or embark on extraordinary journeys. Through fantasy, readers are encouraged to use their imagination, which can enhance creativity and critical thinking (Calkins, 2011). This genre allows for the exploration of complex themes like courage, justice, and friendship in a context that bends the rules of reality. Fantasy stories may feature rich world-building, with detailed settings and fantastical creatures that challenge the limits of possibility.

Examples:

rosedonehoo — 2025-04-28 21:19:21 UTC

Dragons Love Tacos by Adam Rubin
The Gruffalo by Julia Donaldson
Room on the Broom by Julia Donaldson
The Adventures of Beekle: The Unimaginary Friend by Dan Santat

Implementation

rosedonehoo — 2025-04-28 21:19:51 UTC

Fantasy books can be used in the classroom to inspire creativity and encourage imaginative thinking. Teachers can use fantasy literature to enhance students' understanding of themes like bravery, loyalty, and moral dilemmas. By incorporating various fantasy texts, teachers can also explore the structure of narrative storytelling, such as the building of fictional worlds and character development (Calkins, 2011). Discussions around fantasy can also provide opportunities for students to analyze and compare themes from different stories, helping them develop a deeper understanding of the genre and its universal appeal. Writing exercises where students create their own fantasy stories can help develop their narrative skills and creativity (Graves et al., 2011).

Definition

rosedonehoo — 2025-04-28 21:20:33 UTC

Realistic fiction is a genre of literature that portrays stories set in the real world, with characters, settings, and events that could realistically occur, even though the story itself may be imagined (Graves et al., 2011). These stories often address everyday issues that readers may face, allowing for emotional connection and reflection on personal experiences (Calkins, 2011).

Descriptions

rosedonehoo — 2025-04-28 21:21:00 UTC

Realistic fiction focuses on believable characters and settings, offering stories that are relatable and grounded in reality. Themes in realistic fiction often involve personal growth, social issues, relationships, and moral dilemmas, making the genre especially impactful for young readers. These narratives offer insights into the human condition, portraying both the ordinary and the extraordinary experiences of life. Realistic fiction helps readers empathize with others, explore diverse perspectives, and develop critical thinking about issues relevant to their lives (Calkins, 2011). By reflecting the complexities of real life, these books foster a sense of connection and provide valuable lessons about navigating challenges and making decisions.

Examples:

rosedonehoo — 2025-04-28 21:22:29 UTC

The Kissing Hand by Audrey Penn
Llama Llama Red Pajama by Anna Dewdney
Frog and Toad Are Friends by Arnold Lobel
Bear’s New Friend by Salina Yoon
How Do Dinosaurs Say Goodnight? by Jane Yolen
The Snowy Day by Ezra Jack Keats

Implementation

rosedonehoo — 2025-04-28 21:22:50 UTC

In the classroom, realistic fiction can be used to teach empathy, social responsibility, and character development. Teachers can integrate these texts into lessons on conflict resolution, personal challenges, or emotional intelligence. Students can also use realistic fiction as a tool for writing their own stories, reflecting their experiences or understanding of the world (Graves et al., 2011). Discussions about the characters’ struggles and triumphs can help students recognize their own emotions and explore solutions to similar situations. Additionally, realistic fiction can be a springboard for discussions about societal issues such as bullying, mental health, or family dynamics, helping students connect with the world around them (Calkins, 2011).

Definition

rosedonehoo — 2025-04-28 21:23:10 UTC

Nonfiction is a genre that involves texts based on facts, real events, and real people, aiming to inform, explain, or persuade the reader about a particular subject (Mesmer, 2019). Nonfiction works are rooted in reality, providing accurate depictions of the world and offering educational insights on a wide range of topics (Calkins, 2011).

Descriptions

rosedonehoo — 2025-04-28 21:23:35 UTC

Nonfiction is divided into two primary categories: informational and biography. Informational texts present factual data, explanations, and descriptions of real-world topics, often aimed at teaching specific knowledge, such as science, history, or culture. Biographies, on the other hand, focus on the life story of a real person, exploring their achievements, struggles, and impact on the world. Nonfiction can range from textbooks and research articles to essays and news articles, providing valuable tools for learning and understanding the world (Mesmer, 2019). These texts encourage critical thinking and enhance comprehension skills, making them indispensable in both educational and real-world contexts.

Examples:

rosedonehoo — 2025-04-28 21:25:05 UTC

National Geographic Kids: Penguins! by Anne Schreiber
From Seed to Plant by Gail Gibbons
What If You Had Animal Teeth? by Sandra Markle

Implementation

rosedonehoo — 2025-04-28 21:25:29 UTC

In the classroom, nonfiction texts can be used to develop research skills, improve reading comprehension, and support the learning of specific subject matter. Teachers can integrate informational texts across various subjects, such as science, history, or even art, allowing students to explore real-world concepts while developing factual knowledge (Calkins, 2011). Biographies can be used to explore historical figures and events, making history more relatable and helping students understand the impact of individual actions on society (Mesmer, 2019). By working with nonfiction, students not only gain a deeper understanding of the world but also strengthen their ability to process information.

Citations

rosedonehoo — 2025-04-28 21:31:46 UTC

Alrabai, F. (2021). The influence of autonomy-supportive teaching on EFL students’ classroom autonomy: An experimental intervention. Frontiers in Psychology, 12, 728657. https://doi.org/10.3389/fpsyg.2021.728657

Calkins, L. (2011). Teaching writing. Heinemann.

Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching reading in the 21st century: Motivating all learners (5th ed.). Pearson.

Mesmer, H. A. E. (2019). Tools for matching readers to texts: Research-based practices. Guilford Press.

Troia, G. A., Lin, S. C., Cohen, S., & Monroe, B. W. (2011). A Year in the Writing Workshop. Elementary School Journal, 112(1), 155–182.

Vander Kolk, B. (2025, February 3). Lecture notes on The Writing Workshop, Children's Literature course, Cornerstone University.

Vander Kolk, B. (2025, February 5). Lecture notes on Picturebooks, Children's Literature course, Cornerstone University.

Vander Kolk, B. (2025, February 26). Lecture notes on Poetry, Children's Literature course, Cornerstone University.

Vander Kolk, B. (2025, March 19). Lecture notes on Biographies, Children's Literature course, Cornerstone University.