Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the age of the Common Core, 6-12. New York: Teachers College Press.

Monte-Sano, C. & Miles, D. (2014). Toward disciplinary reading and writing in history. In Smagorinsky, P. & Flanagan, J. (Eds.), Teaching dilemmas and solutions in content-area literacy, Grades 6-12. Thousand Oaks, CA: Corwin Press.

Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school classrooms. New York: Teachers College Press.

Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Teaching argument writing and “content” in diverse middle school history classrooms. Social Education, 79(4), 194-199.

Monte-Sano, C. (2012). "What makes a good history essay? Assessing historical aspects of argumentative writing." Social Education, 76(6), 294-298.

Monte-Sano, C. (2012). "Build skills by doing history." Phi Delta Kappan, 94(3), 62-65. https://www.questia.com/library/journal/1G1-310152715/build-skills-by-doing-history-there-s-a-way-for-students

Monte-Sano, C. (2012). "Toward disciplinary writing in history: Preparing the next generation." Perspectives on History, 50(5).

http://www.historians.org/perspectives/issues/2012/1205/index.cfm

Monte-Sano, C. (2009). "Writing to learn history: Annotations and mini-writes." National History Education Clearinghouse.

http://teachinghistory.org/teachingmaterials/teaching-guides/23554