William Bintz, PhD, is Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. He has extensive classroom teaching experience in elementary, middle, and high schools. His professional interests include using award-winning literature to teach across the curriculum in K-12, collaborative teacher research, and reading comprehension assessment. Dr. Bintz has published numerous articles and book chapters in leading literacy journals and has presented at many international, national, and state conferences. In addition, he conducts professional development workshops throughout the United States.

“This book is a treasure trove for teachers implementing the Common Core State Standards. Bintz effectively demonstrates the use of children’s literature as a centerpiece for Common Core-focused instruction. The sample lessons and examples of paired text are wonderful resources for busy teachers who value and honor the important place of children’s literature in their classrooms."--Barbara Moss, PhD, School of Teacher Education, San Diego State University“Using paired text is a sound pedagogical practice that has the potential to help students increase reading engagement, expand their knowledge base, enrich conceptual understanding, and develop critical insights about language and text--all of which are consistent with the goals of the CCSS for English language arts and disciplinary literacy. This book is chock-full of trade book resources, instructional strategies, and convenient reproducibles that all K-8 teachers will find relevant and useful.”--Zhihui Fang, PhD, School of Teaching and Learning, University of Florida“As someone who is devoted to providing readers with strategies to attack, survive, and enjoy texts, I found Bintz’s book rewarding. His experiences and connections mirror what K-8 students do as they learn how to gain confidence while reading. Bintz’s rationale for using paired text in English language arts, social studies, science, and mathematics is practical, and he proves how this addresses the CCSS by outlining the anchor standards. This book should be on the reading list of K/n-/8 classroom teachers, reading specialists, and instructional coaches.”--Marie Donnantuono, MEd, College of Education, William Paterson University“When carefully paired, books can be used together to initiate much-needed conversations in ELA, history, science, and mathematics, while supporting students in exploring what makes each discipline unique. This extremely practical book shows how to do just that. It features easy-to-follow strategy lessons and reproducible materials that can be photocopied or printed out for immediate use. It is a ‘must have’ resource for teachers across grades and disciplines. Schools would be well served by buying a copy for every teacher in their building."--Jerome C. Harste, PhD, Distinguished Professor Emeritus, Department of Literacy, Culture, and Language Education, Indiana University -

• IntroductionI. IntertextualityWhat Is Intertextuality?Understanding IntertextualityIntertextuality and Picture Books for Young ChildrenIntertextuality and Picture Books for Older ChildrenIntertextuality and Picture Books for Adolescent ReadersIntertextuality and Picture Books across the CurriculumIntertextuality and the CCSSIntertextuality, the Common Core, and Paired TextII. Paired TextWhat Is Paired Text?Mini-Lesson: Seeing and Thinking DifferentlyPurpose of Paired TextPaired Text and the CCSSTypes of Paired TextBenefits of Paired TextPaired Text and Picture BooksPicture Books and Paired Text across the CurriculumFinding Picture Books for Paired Text across the CurriculumUsing Paired TextIII. Paired Text in English Language ArtsMini-Lesson: Perspective and Point of ViewIntertextual ConnectionsPaired Text, Intertextual Connections, and the CCR Anchor StandardsAdditional Paired Text on Perspective and Point of ViewTheoretical ModelPaired Text for ELA Standards by Grade Levels and Grade BandsAdditional Instructional StrategiesIV. Paired Text in History/Social StudiesMini-Lesson: Drummer Boys in the Civil WarIntertextual ConnectionsTheoretical ModelThe CCSS, the NCSS, and Paired TextAdditional Instructional StrategiesV. Paired Text in ScienceMini-Lesson: How Do Scientists Do Science?The CCSS Reading Standards for Literacy in ScienceThe Next Generation Science StandardsTheoretical ModelPaired Text and the CCSS and NGSS StandardsAdditional Instructional StrategiesVI. Paired Text in MathematicsMini-Lesson: Multiple Ways to Solve Single ProblemsIntertextual ConnectionsMore PotentialsThe CCSS for MathematicsTheoretical ModelPaired Text and Mathematical ContentAdditional Instructional StrategiesAppendicesReferencesPicture Books CitedIndex

William Bintz, PhD, is Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. He has extensive classroom teaching experience in elementary, middle, and high schools. His professional interests include using award-winning literature to teach across the curriculum in K-12, collaborative teacher research, and reading comprehension assessment. Dr. Bintz has published numerous articles and book chapters in leading literacy journals and has presented at many international, national, and state conferences. In addition, he conducts professional development workshops throughout the United States.

“This book is a treasure trove for teachers implementing the Common Core State Standards. Bintz effectively demonstrates the use of children’s literature as a centerpiece for Common Core-focused instruction. The sample lessons and examples of paired text are wonderful resources for busy teachers who value and honor the important place of children’s literature in their classrooms."--Barbara Moss, PhD, School of Teacher Education, San Diego State University“Using paired text is a sound pedagogical practice that has the potential to help students increase reading engagement, expand their knowledge base, enrich conceptual understanding, and develop critical insights about language and text--all of which are consistent with the goals of the CCSS for English language arts and disciplinary literacy. This book is chock-full of trade book resources, instructional strategies, and convenient reproducibles that all K-8 teachers will find relevant and useful.”--Zhihui Fang, PhD, School of Teaching and Learning, University of Florida“As someone who is devoted to providing readers with strategies to attack, survive, and enjoy texts, I found Bintz’s book rewarding. His experiences and connections mirror what K-8 students do as they learn how to gain confidence while reading. Bintz’s rationale for using paired text in English language arts, social studies, science, and mathematics is practical, and he proves how this addresses the CCSS by outlining the anchor standards. This book should be on the reading list of K/n-/8 classroom teachers, reading specialists, and instructional coaches.”--Marie Donnantuono, MEd, College of Education, William Paterson University“When carefully paired, books can be used together to initiate much-needed conversations in ELA, history, science, and mathematics, while supporting students in exploring what makes each discipline unique. This extremely practical book shows how to do just that. It features easy-to-follow strategy lessons and reproducible materials that can be photocopied or printed out for immediate use. It is a ‘must have’ resource for teachers across grades and disciplines. Schools would be well served by buying a copy for every teacher in their building."--Jerome C. Harste, PhD, Distinguished Professor Emeritus, Department of Literacy, Culture, and Language Education, Indiana University -

• IntroductionI. IntertextualityWhat Is Intertextuality?Understanding IntertextualityIntertextuality and Picture Books for Young ChildrenIntertextuality and Picture Books for Older ChildrenIntertextuality and Picture Books for Adolescent ReadersIntertextuality and Picture Books across the CurriculumIntertextuality and the CCSSIntertextuality, the Common Core, and Paired TextII. Paired TextWhat Is Paired Text?Mini-Lesson: Seeing and Thinking DifferentlyPurpose of Paired TextPaired Text and the CCSSTypes of Paired TextBenefits of Paired TextPaired Text and Picture BooksPicture Books and Paired Text across the CurriculumFinding Picture Books for Paired Text across the CurriculumUsing Paired TextIII. Paired Text in English Language ArtsMini-Lesson: Perspective and Point of ViewIntertextual ConnectionsPaired Text, Intertextual Connections, and the CCR Anchor StandardsAdditional Paired Text on Perspective and Point of ViewTheoretical ModelPaired Text for ELA Standards by Grade Levels and Grade BandsAdditional Instructional StrategiesIV. Paired Text in History/Social StudiesMini-Lesson: Drummer Boys in the Civil WarIntertextual ConnectionsTheoretical ModelThe CCSS, the NCSS, and Paired TextAdditional Instructional StrategiesV. Paired Text in ScienceMini-Lesson: How Do Scientists Do Science?The CCSS Reading Standards for Literacy in ScienceThe Next Generation Science StandardsTheoretical ModelPaired Text and the CCSS and NGSS StandardsAdditional Instructional StrategiesVI. Paired Text in MathematicsMini-Lesson: Multiple Ways to Solve Single ProblemsIntertextual ConnectionsMore PotentialsThe CCSS for MathematicsTheoretical ModelPaired Text and Mathematical ContentAdditional Instructional StrategiesAppendicesReferencesPicture Books CitedIndex

William Bintz, PhD, is Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. He has extensive classroom teaching experience in elementary, middle, and high schools. His professional interests include using award-winning literature to teach across the curriculum in K-12, collaborative teacher research, and reading comprehension assessment. Dr. Bintz has published numerous articles and book chapters in leading literacy journals and has presented at many international, national, and state conferences. In addition, he conducts professional development workshops throughout the United States.

“This book is a treasure trove for teachers implementing the Common Core State Standards. Bintz effectively demonstrates the use of children’s literature as a centerpiece for Common Core-focused instruction. The sample lessons and examples of paired text are wonderful resources for busy teachers who value and honor the important place of children’s literature in their classrooms."--Barbara Moss, PhD, School of Teacher Education, San Diego State University“Using paired text is a sound pedagogical practice that has the potential to help students increase reading engagement, expand their knowledge base, enrich conceptual understanding, and develop critical insights about language and text--all of which are consistent with the goals of the CCSS for English language arts and disciplinary literacy. This book is chock-full of trade book resources, instructional strategies, and convenient reproducibles that all K-8 teachers will find relevant and useful.”--Zhihui Fang, PhD, School of Teaching and Learning, University of Florida“As someone who is devoted to providing readers with strategies to attack, survive, and enjoy texts, I found Bintz’s book rewarding. His experiences and connections mirror what K-8 students do as they learn how to gain confidence while reading. Bintz’s rationale for using paired text in English language arts, social studies, science, and mathematics is practical, and he proves how this addresses the CCSS by outlining the anchor standards. This book should be on the reading list of K/n-/8 classroom teachers, reading specialists, and instructional coaches.”--Marie Donnantuono, MEd, College of Education, William Paterson University“When carefully paired, books can be used together to initiate much-needed conversations in ELA, history, science, and mathematics, while supporting students in exploring what makes each discipline unique. This extremely practical book shows how to do just that. It features easy-to-follow strategy lessons and reproducible materials that can be photocopied or printed out for immediate use. It is a ‘must have’ resource for teachers across grades and disciplines. Schools would be well served by buying a copy for every teacher in their building."--Jerome C. Harste, PhD, Distinguished Professor Emeritus, Department of Literacy, Culture, and Language Education, Indiana University -

• IntroductionI. IntertextualityWhat Is Intertextuality?Understanding IntertextualityIntertextuality and Picture Books for Young ChildrenIntertextuality and Picture Books for Older ChildrenIntertextuality and Picture Books for Adolescent ReadersIntertextuality and Picture Books across the CurriculumIntertextuality and the CCSSIntertextuality, the Common Core, and Paired TextII. Paired TextWhat Is Paired Text?Mini-Lesson: Seeing and Thinking DifferentlyPurpose of Paired TextPaired Text and the CCSSTypes of Paired TextBenefits of Paired TextPaired Text and Picture BooksPicture Books and Paired Text across the CurriculumFinding Picture Books for Paired Text across the CurriculumUsing Paired TextIII. Paired Text in English Language ArtsMini-Lesson: Perspective and Point of ViewIntertextual ConnectionsPaired Text, Intertextual Connections, and the CCR Anchor StandardsAdditional Paired Text on Perspective and Point of ViewTheoretical ModelPaired Text for ELA Standards by Grade Levels and Grade BandsAdditional Instructional StrategiesIV. Paired Text in History/Social StudiesMini-Lesson: Drummer Boys in the Civil WarIntertextual ConnectionsTheoretical ModelThe CCSS, the NCSS, and Paired TextAdditional Instructional StrategiesV. Paired Text in ScienceMini-Lesson: How Do Scientists Do Science?The CCSS Reading Standards for Literacy in ScienceThe Next Generation Science StandardsTheoretical ModelPaired Text and the CCSS and NGSS StandardsAdditional Instructional StrategiesVI. Paired Text in MathematicsMini-Lesson: Multiple Ways to Solve Single ProblemsIntertextual ConnectionsMore PotentialsThe CCSS for MathematicsTheoretical ModelPaired Text and Mathematical ContentAdditional Instructional StrategiesAppendicesReferencesPicture Books CitedIndex