Preservice teachers must see appropriate instruction in action; they must see content in conjunction with process. Content, process, and active student involvement are necessary for the creation of new cognitive structures that are congruent with the view that reading is an interactive-constructive process. Three types of literacy course assignments that reflect these beliefs are: "kidwatching" in both formal and informal settings; designing an activity that goes beyond merely reading and discussing a selection from a book; and journal writing to record reflections, ask questions, and share experiences. Thematic planning is another related activity, using a web approach. Many possibilities exist for including children's literature in active student-centered lessons while teaching the content and process of literacy acquisition. (Includes a list of books used in the author's literacy courses.) (CR)