2019 NCTE Spring Catalog by National Council of Teachers of English

2019 SPRING

CATALOG

FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

ncte.org Taylor Marchelle Young 9th-Grade English Teacher Fern Creek High School Louisville, KY

NEW AND BESTSELLING BOOKS 2018 FALL

JOURNALS ▪ MEMBERSHIP ▪ EVENTS CATALOG

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WELCOME TO NCTE! NCTE is the professional home for English and language arts educators, preK–college. Together, we share a common commitment to continuous improvement as we seek to do what’s best for our students. The publications and resources you’ll find in our spring catalog are a reflection of that effort. In addition to showcasing new and bestselling books, we’re introducing a series of literacy-focused quick-reference guides. These are short, engaging texts written by leaders in the field that provide practical ideas and strategies backed by the latest research, on topics like conferring with readers, secondary writing, teaching reading with YA literature, and more (see pages 2–3). NCTE is a community of readers. Members come to this community to find the people and resources they need to grow professionally. Together, we celebrate the many authors who keep pushing our learning forward. Emily Kirkpatrick Executive Director

NEW TITLES FROM NCTE PAGE 3

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TURN THE PAGE CONTENTS Quick-Reference Guides 2–3 Membership 4 ReadWriteThink 5 Principles in Practice Imprint (PIP) 6–11 ELL 12 Grammar 13 Writing 14–18 Writing/Composition 19 Composition 20 Reading & Literature 21 Content Area Literacy 22 Literature 23 BOGO5 24–25 YA Literature & Literacy 26–27

NCTE High School Literature Series 28 Shakespeare 29 Poetry 30–31 Language & Literacy 32 Media & Digital Literacy 33 Professional Learning & Support 34–35 CCCC Studies in Writing & Rhetoric Series 36 NCTE Journals 37–38 Author/Editor Index 39 Title Index 40 NCTE Annual Convention Back Cover

Find Your Peope photos: Marvin Young

There’s something for everyone on this list! PAGE 3

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QUICK-REFERENCE GUIDES NEW

Introducing NCTE’s Quick-Reference Guides! Written and curated by some of the leading authors and voices in literacy education, these engaging and easy-access tri-fold guides offer brief, research-based definitions, strategies, tips, activities, and more to address many of the core topics in English and language arts classrooms. With professional learning time harder and harder to come by, the guides offer great prompts for individual instruction as well as jumping-off points for deeper group discussions. Exceptional for both K–12 teachers and college students, the guides are both laminated for protection from stain and wear, and three-hole-punched for easy binder storage and access.

Buy in 25-Packs and Save an Additional 10%! You can purchase NCTE quick-reference guides individually or save an additional 10% by purchasing 25-packs for workshops and professional learning groups.

“Teachers will treasure these guides!” —Laura Robb, author

“What a great idea for teacher professional learning!” —Sherry Sanden, Interim Associate Director & Associate Professor, Illinois State University, School of Teaching & Learning

“Great for new teachers and will serve as refreshers for teachers whose practice has grown stagnant.” —Meg Donhauser, Hunterdon Central Regional HS (NJ)

“What a lovely, concise, and focused resource collection. This is going to be a wonderful resource!” —Lester Laminack, author

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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All individual QRGs are $10.39 member/$12.99 nonmember. 25-packs: $233.78 member/$292.28 nonmember

Next Generation Read Aloud in the Elementary Classroom

Next Generation Shared Reading in the Elementary Classroom

Next Generation Guided Reading in the Elementary Classroom

Jan Burkins and Kim Yaris

Next Generation Independent Reading in the Elementary Classroom

ISBN 9780814186114

ISBN 9780814186138

ISBN 9780814186176

Jan Burkins and Kim Yaris ISBN 9780814186152

Next Generation Scaffolding and GRR

Teaching Reading Art Lessons

Literacy Instruction for Students Living with Trauma

Teaching Reading with YA Literature

Jan Burkins and Kim Yaris

Nancy Akhavan

Jennifer Buehler

ISBN 9780814186206

ISBN 9780814186237

ISBN 9780814186091

ISBN 9780814186008

Teaching Secondary Writing

Teaching Voice in Secondary Writing

Unit Design in the ELA Classroom

Conferring with Readers

Deborah Dean

Susanne Rubenstein

Peter Smagorinsky

Kari Yates and Christina Nosek

ISBN 9780814186039

ISBN 9780814186015

ISBN 9780814186022

ISBN 9780814186251

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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Where one million educators and students are finding . . . . . . Classroom content written and reviewed by teachers . . . Classroom-ready interactive tools and mobile apps for students . . . Parent and after-school resources in English and Spanish

Log on to www.readwritethink.org to see what the buzz is all about! To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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PRINCIPLES IN PRACTICE IMPRINT Adventurous Thinking

NEW

NEW Restorative Justice in the English Language Arts Classroom

Fostering Students’ Rights to Read and Write in Secondary ELA Classrooms

Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred

AVAILABLE JUNE 2019

Mollie V. Blackburn, editor Grounded in NCTE’s position statements The Students’ Right to Read and NCTE Beliefs about the Students’ Right to Write, this book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students’ rights to read and write can be revolutionary work. Focal topics include immigration, linguistic diversity, religious diversity, the Black Lives Matter movement, interrogating privilege, LGBTQ people, and people with physical disabilities and mental illness. Following these teachers’ accounts is an interview with Angie Thomas, author of The Hate U Give and On the Come Up, and an essay by Millie Davis, director of NCTE’s Intellectual Freedom Center. The closing essay reflects on provocative curriculum and pedagogy, criticality, community, and connections, as they get taken up in the book and might get taken up in the classrooms of readers.

The authors—two teacher educators and a restorative justice practitioner—provide concrete and specific examples of how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action. They examine the intersection of restorative justice and education with a focus on restorative justice processes that are used to promote inclusivity and ownership, and demonstrate how teachers can use their curricular powers with a restorative justice framework in mind to empower the literacy classroom as a space for addressing inequalities across domains. 126 pp. | 2019 | Grades 6–12 | ISBN 9780814141014 $23.96 member/$29.99 nonmember ebook: ISBN 9780814141021

136 pp. | 2019 | Grades 9–12 | ISBN 9780814100714 $23.96 member/$29.99 nonmember ebook: ISBN 9780814100721

Beyond Standardized Truth Improving Teaching and Learning through Inquiry-Based Reading Assessment Scott Filkins The Common Core State Standards call for students to read and comprehend increasingly complex texts as they move through middle and high school. But how to support students as they develop the necessary skills, habits, and stances to grow as readers? Scott Filkins addresses these issues as he unpacks his own history with assessment. Filkins showcases his colleagues’ use of an inquiry framework, including the various tools and documentation methods that help them inquire into their students’ habits and thoughts as readers, use formative assessment to fuel the gradual release of responsibility framework, and use reading assessment as a means of professional reflection. Finally, he challenges us to broaden the conversation about assessment to a wider range of stakeholders and offers a vision of assessment as an expression of care for the students in our charge. 133 pp. | 2012 | Grades 9–12 | ISBN 9780814102916 $23.96 member/$29.99 nonmember 6

Reading Assessment Artful Teachers, Successful Students Diane Stephens, editor Through case studies of individual students and lively portraits of elementary classrooms, editor Diane Stephens and colleagues explore how artful preK–5 teachers come to know their students through assessment and use that knowledge to customize reading instruction. Throughout the book, the educators profiled—classroom teachers, reading specialists, and literacy coaches—work together to take personal and professional responsibility for knowing their students and ensuring that every child becomes a successful reader. The teachers profiled detail the assessment tools they use, how they make sense of the data they collect, and how they use that information to inform instruction. Like the other books in the Literacy Assessment strand of NCTE’s Principles in Practice imprint, Reading Assessment is based on the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, which outlines the elements of high-quality literacy assessment. These educators show us how putting those standards in action creates the conditions under which readers thrive. 173 pp. | 2013 | Grades PreK–5 | ISBN 9780814130773 $23.96 member/$29.99 nonmember ebook: ISBN 9780814130766

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Teaching Reading with YA Literature

Adolescent Literacy and the Teaching of Reading

Complex Texts, Complex Lives

Lessons for Teachers of Literature

Jennifer Buehler To meet the needs of all students as readers, we have to offer books they can—and want to—read. Buehler explores the three core elements of a young adult pedagogy with proven success in practice: (1) a classroom that cultivates a reading community; (2) a teacher who serves as book matchmaker and guide; and (3) tasks that foster complexity, agency, and autonomy in teen readers. With a supporting explication of NCTE’s policy research brief Reading Instruction for All Students and lively vignettes of teachers and students reading with passion and purpose, this book is designed to help teachers develop their own version of YA pedagogy and a vision for teaching YA lit in the middle and secondary classroom. 173 pp. | 2016 | Grades 7–12 | ISBN 9780814157268 $23.96 member/$29.99 nonmember ebook: ISBN 9780814157275

Going Public with Assessment A Community Practice Approach Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis Veteran educators Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis share classroom vignettes, strategies, and resources for “going public” with literacy assessment through teacher collaboration with colleagues, with families, and with the community. Drawing from the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, and their own extensive experience, the authors have compiled a set of collaborative assessment principles, as well as a model for teacher professional development around assessment, to guide teachers from assessment theory to practical implementation in the classroom. Teachers are at the heart of assessment conversations because they have up-close and personal experiences with how assessments impact their students. But teachers don’t—or shouldn’t—stand alone. Their critical expertise is strengthened by the experiences and expertise of others invested in the success of our students—colleagues, families, communities, and students themselves. 153 pp. | 2018 | Grades K–12 | ISBN 9780814118634 $23.96 member/$29.99 nonmember ebook: ISBN 9780814118658

Deborah Appleman Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: ● How can I help students negotiate the complex texts that

they will encounter both in and out of the classroom? ● What are the best ways to engage whole classes in a

variety of texts, both literary and nonliterary? ● What does it mean to be a struggling reader and how

can I support these students? ● How can I inspire and motivate the male readers in my

classes? 117 pp. | 2010 | Grades 9–12 | ISBN 9780814100561 $22.36 member/$27.99 nonmember ebook: ISBN 9780814100585

Rethinking the “Adolescent” in Adolescent Literacy Sophia Tatiana Sarigianides, Robert Petrone, and Mark A. Lewis At the heart of this book is a call to English language arts teachers to examine the very assumptions of adolescence they may be operating from in order to reimagine new possibilities for engaging students with the English curriculum. Relying on a sociocultural view of adolescence established by scholars in critical youth studies, the book focuses on classrooms from diverse contexts to explain adolescence as a construct and how this perspective of youth can encourage educators to reenvision literacy instruction and learning. Working from and looking beyond Adolescent Literacy: An NCTE Policy Research Brief, the authors explore the “myth” of adolescence and the possibility of a curriculum that positions youth as experts and knowledgeable advocates fully engaged in their own learning. 105 pp. | 2017 | Grades 6–12 | ISBN 9780814141137 $19.96 member/$24.99 nonmember ebook: ISBN 9780814141144

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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PRINCIPLES IN PRACTICE IMPRINT Writing Instruction in the Culturally Relevant Classroom

Writing in the Dialogical Classroom

Maisha T. Winn and Latrise P. Johnson

Students and Teachers Responding to the Texts of Their Lives

Winn and Johnson support an approach to writing instruction that can help all students succeed, and especially those who have been underserved in US classrooms. Through portraits of four high school teachers, they show how to create an environment for effective learning and teaching in diverse classrooms, answering questions such as: ● How can I honor students’ backgrounds and experiences

to help them become better writers? ● How can I teach in a culturally responsive way if I don’t

share cultural identities with my students? ● How can I move beyond a “heroes and holidays”

approach to culturally relevant pedagogy? ● How can I draw on what I already know about good

writing instruction to make my classes more culturally relevant? 101 pp. | 2011 | Grades 9–12 | ISBN 9780814158562 $19.96 member/$24.99 nonmember

Our Better Judgment

Bob Fecho Dialogical writing (1) combines academic and personal writing; (2) allows writers to bring multiple voices to the work; (3) involves thought, reflection, and engagement across time and space; and (4) creates opportunities for substantive and ongoing meaning making as students explore who they are and how they relate to the larger culture. Drawing on NCTE Beliefs about the Teaching of Writing, Bob Fecho provides a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. Hear these teachers explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. This book illustrates the empowerment that can result from dialogical writing as it examines the complexity of implementing this approach in the classroom. 119 pp. | 2011 | Grades 7–12 | ISBN 9780814113578 $22.36 member/$27.99 nonmember ebook: ISBN 9780814158555

Becoming Writers in the Elementary Classroom

Teacher Leadership for Writing Assessment Chris W. Gallagher and Eric D. Turley “In this age of ‘accountability,’ teachers have been treated as targets of assessment rather than agents of it; assessment is something that is done to teachers, not something they do.” Teachers do have a role in writing assessment, the authors suggest, and we have much to gain if we move assessment to the center of our professional practice, especially if we approach writing assessment through an inquiry framework that allows us to build our own assessment literacy, expertise, and leadership. Based on the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, this book brings us inside teachers’ local contexts—classrooms, schools, and communities—to illustrate how teachers are taking the reins of writing assessment, guiding and improving the writing and literacy practices of their students while simultaneously reflecting on and revising their own instructional practices. 115 pp. | 2012 | Grades 9–12 | ISBN 9780814134764 $22.36 member/$27.99 nonmember

Visions and Decisions Katie Van Sluys This book illustrates how teachers of elementary-age writers bring their beliefs about teaching and learning to life—through the visions they hold for writers, writing, and the world, as well as through the decisions they make every day in their classrooms. Katie Van Sluys demonstrates how to (re)claim aspects of our professional practice to ensure that young people have the opportunity to become competent, constantly growing writers who use writing to think, communicate, and pose as well as solve problems. Using NCTE Beliefs about the Teaching of Writing, Van Sluys invites us to articulate our own beliefs as we explore why and what we write, how we write and how we teach, how we assess progress, and how we advocate for the practices we believe in. 145 pp. | 2011 | Grades K–5 | ISBN 9780814102770 $23.96 member/$29.99 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Connected Reading Teaching Adolescent Readers in a Digital World Kristen Hawley Turner and Troy Hicks Having ready access to digital tools and texts doesn’t mean that middle and high school students are automatically thoughtful, adept readers. So how can we help adolescents become critical readers in a digital age? Using NCTE’s policy research brief Reading Instruction for All Students as both guide and sounding board, experienced teacher-researchers Kristen Hawley Turner and Troy Hicks report on interviews and survey data from visits with hundreds of teens, which led to the development of their model of Connected Reading: “Digital tools, used mindfully, enable connections. Digital reading is connected reading.” Turner and Hicks offer practical tips by highlighting classroom practices that engage students in reading and thinking with both print and digital texts, thus encouraging reading instruction that reaches all students. 179 pp. | 2015 | Grades 7–12 | ISBN 9780814108376 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108383

Digital Reading What’s Essential in Grades 3–8 William L. Bass II and Franki Sibberson Many of our young students come to school with vast experience in the digital world but too often use digital tools in limited ways because they view technology as merely another form of entertainment. Educators William L. Bass II and Franki Sibberson believe we need to redefine reading to include digital reading and texts, learn how to support digital reading in the classroom, and embed digital tools throughout the elementary and middle school curriculum. Bass, a technology coordinator, and Sibberson, a third-grade teacher, explore the experiences readers must have in order to navigate the digital texts they will encounter, as well as the kinds of lessons we must develop to enhance those experiences. Drawing on the NCTE policy research brief Reading Instruction for All Students, they lead from experience—both theirs and that of other classroom teachers. 122 pp. | 2015 | Grades 3–8 | ISBN 9780814111574 $22.36 member/$27.99 nonmember ebook: ISBN 9780814111581

ONLINE LEARNING

Looking for some inspiration?

www.ncte.org/online-learning

Spend time learning from thoughtful NCTE members, authors, and experts, all from the comfort of your own home. Online professional learning resources are designed to be engaging and practical across a variety of contexts and roles. You deserve a differentiated experience just as much as your students do.

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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PRINCIPLES IN PRACTICE IMPRINT Real-World Literacies

Doing and Making Authentic Literacies

Disciplinary Teaching in the High School Classroom

Linda Denstaedt, Laura Jane Roop, and Stephen Best

Heather Lattimer Our highly technological and increasingly connected world needs more people capable of creative, innovative, and imaginative thinking that crosses disciplines. Why, then, are so many educators pressured to fall back on a standardized, test-driven, single-subject approach to instruction? Heather Lattimer draws on Literacies of Disciplines: An NCTE Policy Research Brief and stories from high school classrooms to illustrate how we can learn to recognize the unique languages and literacy structures represented by various disciplines and then help our students both navigate within individual disciplines and travel among them. Through a range of rich classroom examples, explanations of theory and practice in teacher-friendly language, guiding questions to support discussion and classroom application, and annotated lists of resources, Lattimer reframes the conversation away from generalized strategy instruction and toward true disciplinary literacy.

Too many students don’t see themselves as “doers” and “makers” of authentic work in any of the disciplines of high school, so they make no connection between high school coursework and their future lives and work. But what if we took advantage of our students’ tremendous potential by designing environments in which they can unleash, develop, and publicly share their talents? This book features educators in construction trades, English, math, and multidisciplinary teams who have created empowering disciplinary classrooms and projects that allow students to gain new identities as makers and doers. Building on foundational work in authentic literacies, the authors center their examples in a continuum of disciplinary literacy learning, demonstrating how it can be used to look at and reconfigure lessons, units, courses, and programs. 139 pp. | 2014 | Grades 9–12 | ISBN 9780814112199 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112182

159 pp. | 2014 | Grades 9–12 | ISBN 9780814139431 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139448

Entering the Conversations Practicing Literacy in the Disciplines Patricia Lambert Stock, Trace Schillinger, and Andrew Stock The authors of Entering the Conversations invite us into their classrooms and professional development workshops to see how students at all levels of instruction can learn both the subject matter and the discipline-specific practices for reading and writing about that subject matter. In this book, we see the engagement and enthusiasm of students caught up in their roles as knowledge makers. As emerging field-based specialists, these students address real-world issues such as the reintroduction of wolves to US ecosystems and how to shape attitudes toward social revolution, demonstrating the value of having students read and write information-rich texts in multiple genres and media. 109 pp. | 2014 | Grades 5–8 | ISBN 9780814115633 $19.96 member/$24.99 nonmember ebook: ISBN 9780814115657

Books in the Principles in Practice imprint offer teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements. Each book discusses the research on a specific topic, links the research to an NCTE brief or policy statement, and then demonstrates how those principles come alive in practice: by showcasing actual classroom practices that demonstrate the policies in action; by talking about research in practical, teacher-friendly language; and by offering teachers possibilities for rethinking their own practices in light of the ideas presented in the books. Books within the imprint are grouped in strands, with each strand focused on a significant topic of interest. Imprint Editor: Cathy Fleischer Strands: Adolescent Literacy Writing in Today’s Classrooms Literacy Assessment Literacies of the Disciplines Reading in Today’s Classrooms Teaching English Language Learners Students’ Rights to Read and Write

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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K–12 Writing across Culture and Language Inclusive Strategies for Working with ELL Writers in the ELA Classroom Christina Ortmeier-Hooper Ortmeier-Hooper challenges deficit models of ELL and multilingual writers and offers techniques to help teachers identify their students’ strengths and develop inclusive research-based writing practices that are helpful to all students. Her approach, aligned with specific writing instruction recommendations outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs), connects theory to classroom application, with a focus on writing instruction, response, and assessment for ELL and multilingual students. Through rich examples of these writers and their writing practices, along with “best practices” input from classroom teachers, this book provides accessible explanations of second language writing theory and pedagogy in teacher-friendly language, concrete suggestions for the classroom, guiding questions to support discussion, and an annotated list of resources. 155 pp. | 2017 | Grades 9–12 | ISBN 9780814158531 $23.96 member/$29.99 nonmember ebook: ISBN 9780814158548

Beyond “Teaching to the Test” Rethinking Accountability and Assessment for English Language Learners Betsy Gilliland and Shannon Pella Speaking directly to teachers who work closely with English language learners, Gilliland and Pella examine essential questions in this age of accountability: What kind of accountability measures truly demonstrate multilingual students’ learning? How do these measures reflect the planning and teaching that teachers do to help their students grow? The authors take readers into the classrooms of middle and high school teachers to illustrate accountability practices that exemplify the principles outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs). The authors explain teaching for accountability, formative and summative assessment, and preparation for high-stakes testing, as well as provide suggestions for teaching, guiding questions for discussion, and resource recommendations. 167 pp. | 2017 | Grades 6–12 | ISBN 9780814102947 $23.96 member/$29.99 nonmember ebook: ISBN 9780814102954

Community Literacies en Confianza Learning from Bilingual After-School Programs Steven Alvarez Most teachers of English language learners are not adequately prepared to meet the challenges of working with this growing demographic of K–12 students. Alvarez argues that teachers’ greatest resources are the students themselves, with both a facility in their home language and ties to their home communities. He highlights the importance of building mutual trust, or confianza, between students, schools, and communities, both inside and outside of the classroom. After-school programs focused on English learners offer a way for parents, teachers, and volunteers to collectively navigate school systems and the English language, share stories, and develop facility in reading and writing across languages. Alvarez offers ideas for approaching, engaging, and partnering with students’ communities to design culturally sustaining pedagogies that productively use the literacy abilities students bring to schools. 107 pp. | 2017 | Grades PreK–12 | ISBN 9780814107867 $19.96 member/$24.99 nonmember ebook: ISBN 9780814107874

Understanding Language Supporting ELL Students in Responsive ELA Classrooms Melinda J. McBee Orzulak Engaging with critical questions such as “What counts as language?” and “How can I know when a student is struggling with language?,” Melinda J. McBee Orzulak explores how mainstream ELA teachers might begin to understand language in new ways to benefit both English language learner and non-ELL students learning in the same classroom. Offering supportive teaching resources and ways to notice and understand the strengths of ELL students, she outlines strategies for respectful and rigorous instruction for all students as we consider our own cultural and linguistic expectations. She also addresses responses to common curricular challenges such as (1) structuring positive environments for students as both learners and adolescents; (2) providing a language focus in our teaching; and (3) assessing the range of literacies our ELL students possess. 159 pp. | 2017 | Grades 6–12 | ISBN 9780814155646 $23.96 member/$29.99 nonmember ebook: ISBN 9780814155653

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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ELL English Language Learners in Literacy Workshops

Language Learners in the English Classroom

Marsha Riddle Buly

Douglas Fisher, Carol Rothenberg, and Nancy Frey

Many mainstream classroom teachers haven’t had the opportunity to develop strategies to effectively teach the growing number of language learners in our schools. And language specialists aren’t always familiar with the instructional and management frameworks that work well for mainstream teachers. Marsha Riddle Buly, a mainstream classroom teacher who became a reading specialist and then a specialist in bilingual/ ELL education, shows how reading, writing, and language workshops can be used to help language learners in mainstream K–8 classrooms. Riddle Buly outlines literacy workshop formats and offers clear explanations of how workshops align with the research on effective instruction of language learners, including the Sheltered Instruction Observation Protocol (SIOP).

Foreword by David Freeman Across the nation, schools are in the midst of comprehensive reform efforts aimed at improving the achievement of all students. This book guides English teachers in designing purposeful and powerful lessons that accelerate the achievement of students who are learning English. The authors describe the unique challenges for English language learners and provide practical, research-based strategies that will help your students meet those challenges. Focus chapters clearly define and illustrate how to integrate teaching of vocabulary, grammar, fluency, and comprehension into the grade-level content of middle and high school English classrooms. 181 pp. | 2007 | Grades 7–12 | ISBN 9780814127049 $27.96 member/$34.99 nonmember

129 pp. | 2011 | Grades K–8 | ISBN 9780814122884 $23.96 member/$29.99 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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GRAMMAR Grammar to Get Things Done

Grammar and the Teaching of Writing

A Practical Guide for Teachers Anchored in RealWorld Usage

Limits and Possibilities

Darren Crovitz and Michelle D. Devereaux Grammar to Get Things Done offers a fresh lens on grammar and grammar instruction, designed for middle and secondary preservice and inservice English teachers. It shows how form, function, and use can help teachers move away from decontextualized grammar instruction (such as worksheets and exercises emphasizing rule-following and memorizing conventional definitions) and begin considering grammar in applied contexts of everyday use. Modules (organized by units) succinctly explain common grammatical concepts. These modules help English teachers gain confidence in their own understanding while positioning grammar instruction as an opportunity to discuss, analyze, and produce language for real purposes in the world. An important feature of the text is attention to both the history of and current attitudes about grammar through a sociocultural lens, with ideas for teachers to bring discussions of language-as-power into their own classrooms. Routledge and NCTE. 232 pages | 2016 | Grades K–12 | ISBN 9781138683709 $27.95 member/$34.95 nonmember

Grammar Alive! A Guide for Teachers Brock Haussamen, with Amy Benjamin, Martha Kolln, Rebecca S. Wheeler, and members of NCTE’s Assembly for the Teaching of English Grammar NCTE’s Assembly for the Teaching of English Grammar provides this much-needed resource for K–college teachers who wonder what to do about grammar—how to teach it, how to apply it, how to learn what they themselves were never taught. Grammar Alive! offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English.

Rei R. Noguchi For many students, Noguchi believes, formal study of grammar seems far removed from the daily use of language. He believes that grammar can help students—but only with style, not with content or organization—and he suggests presenting students with a “writer’s grammar” that specifically addresses the problems that crop up most often or those that society deems most serious. 140 pp. | 1991 | Grades 7–College | ISBN 9780814118740 $23.96 member/$29.99 nonmember

Engaging Grammar Practical Advice for Real Classrooms Amy Benjamin, with Tom Oliva Foreword by Martha Kolln Amy Benjamin challenges the idea of “skill and drill” grammar in this lively, engaging, and immensely practical guide. Her enlightened view of grammar is grounded in linguistics and teaches us how to make informed decisions about teaching grammar—how to move beyond fixing surface errors to teaching how grammar can be used as the building blocks of sentences to create meaning. In addition to Benjamin’s sage advice, you’ll find the voice of Tom Oliva—an experienced teacher inexperienced in teaching grammar—who chronicles how the concepts in this book can work in a real classroom. The perspectives of Benjamin and Oliva combine to provide a full picture of what grammar instruction can be: an exciting and accessible way to take advantage of students’ natural exuberance about language. Although she does not advocate for teaching to the test, Benjamin acknowledges the pressures students face when taking high-stakes tests such as the SAT and ACT. Included is a chapter on how to improve students’ editing skills to help prepare them for the short-answer portion of these tests. 159 pp. | 2007 | Grades 7–12 | ISBN 9780814123386 $23.96 member/$29.99 nonmember

121 pp. | 2003 | Grades K–College | ISBN 9780814118726 $22.36 member/$27.99 nonmember

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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WRITING The Reader Response Notebook

The Writing Workshop

Teaching toward Agency, Autonomy, and Accountability

Working through the Hard Parts (And They’re All Hard Parts)

Ted Kesler

Katie Wood Ray, with Lester L. Laminack

The reader response notebook (RRN) is a tried-and-true tool in elementary and middle school classrooms. However, teachers and students often express frustration about this tool. Students’ responses sometimes feel like they’re just going through the motions, with little evidence of deep comprehension. This book breathes new life into RRNs by infusing this work with three key practices: (1) enabling responses to be design work, using a variety of writing tools; (2) expanding what counts as texts, including popular culture texts that are important in students’ lives outside of school; and (3) making the RRN an integral part of a community of practice. Kesler shows how we can teach students toward agency, autonomy, and accountability in their RRN work. Filled with examples of student work and explicit teaching in classrooms, the book shows how students’ creative responses lead to deep comprehension of diverse texts and ultimately develop their literate identities. 155 pp. | 2018 | Grades K–8 | ISBN 9780814138403 $23.96 member/$29.99 nonmember ebook: ISBN 9780814138410

Katie Wood Ray offers a practical, comprehensive, and illuminating guide to support both new and experienced teachers. While every aspect of writing workshop is geared to support children learning to write, this kind of teaching is often challenging because what writers really do is engage in a complex, multilayered, slippery process to produce texts. The book confronts the challenge of this teaching head-on. Woven between the chapters on teaching are the voices of published writers, followed by short commentaries from Lester L. Laminack. These voices remind us how writers do what they do, thus lending authenticity to what Katie Wood Ray shows us in the classroom and thoughtfully helping us frame our instruction to match the complex process of writing. 278 pp. | 2001 | Grades 3–8 | ISBN 9780814113172 $30.36 member/$37.99 nonmember

Learning to Write for Readers Using Brain-Based Strategies

Wondrous Words Writers and Writing in the Elementary Classroom Katie Wood Ray Wondrous Words is a “loud” book, filled with the voices of writers, young and old. Drawing on stories from classrooms, examples of student writing, and illustrations, Katie Wood Ray explains in practical terms the theoretical underpinnings of how elementary and middle school students learn to write from their reading. The author invites readers into her library and offers suggestions on using books by authors including Cynthia Rylant, Debra Frasier, Eve Bunting, and Gary Paulsen to help teach writing. Wondrous Words weaves practice and theory together to provide an important knowledge base for teachers. 317 pp. | 1999 | Grades K–6 | ISBN 9780814158166 $30.36 member/$37.99 nonmember

John T. Crow Crow first uses nontechnical language and fun classroom demonstrations to explore how proficient readers process written material. He then applies this perspective to specific areas of writing instruction, including analyzing texts and audiences; experimenting with sentences, paragraphs, and essay writing; and helping Standardized English learners acquire academic English. This brain-based approach to writing instruction will help you build from the tremendous storehouse of knowledge students already possess about language to help them learn what they need to know about writing. 157 pp. | 2011 | Grades 7–12 | ISBN 9780814127827 $23.96 member/$29.99 nonmember

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K–12 Strategic Writing The Writing Process and Beyond in the Secondary English Classroom, Second Edition Deborah Dean Dean worked with high school teachers to refine, reorganize, and update the material in this book to better support classroom teachers dedicated to teaching not just the process of writing but also the strategies that help students learn to write effectively throughout their lives. Along with engaging and practical classroom activities, this new edition offers (1) lesson plans that differentiate between strategy, activity, and minilesson to show how all three function in a strategic approach; (2) a focus on digital tools and genres; (3) conceptual material in early, short chapters and the teaching ideas, examples of student work, and lesson plans in appendixes; and (4) grouping by types of strategies. Dean also considers students’ out-of-school as well as in-school writing tasks. 208 pp. | 2017 | Grades 9–12 | ISBN 9780814147559 $27.96 member/$34.99 nonmember ebook: ISBN 9780814147573

Lesson Plans for Teaching Writing Chris Jennings Dixon, editor This collection of lesson plans, grouped around popular categories such as writing process, portfolios, and writing on demand, will help prepare high school and college students for college-level writing. Each lesson follows a standard format that includes purpose of the activity; necessary preparation; required props and materials; process and procedure for implementation; instructional pointers and/or possible pitfalls; and reflections from the teacher that provide “behind the scenes” insights. 249 pp. | 2007 | Grades 8–College | ISBN 9780814108857 $30.36 member/$37.99 nonmember

Designing Writing Assignments Traci Gardner Effective student writing begins with well-designed classroom assignments. In this book, veteran educator Traci Gardner offers practical ways to develop assignments that will allow students to express their creativity and grow as writers and thinkers while still addressing the many demands of resource-stretched classrooms. Gardner uses her classroom experience to provide ideas on how to effectively define a writing task, explore the expectations for a composition activity, and assemble the supporting materials that students need to do their best work. She includes dozens of starting points that you can customize and further develop for your own students. 109 pp. | 2008 | Grades 9–College | ISBN 9780814110850 $19.96 member/$24.99 nonmember

Portfolios in the Writing Classroom An Introduction Kathleen Blake Yancey, editor Portfolios have invigorated English classrooms around the country to such an extent that they are revolutionizing the teaching and assessment of writing. Here classroom teachers from various backgrounds reflect upon how using portfolios has shaped their own teaching. They discuss ways to introduce portfolios into the classroom, different models and assessment practices for portfolio projects, and new kinds of collaboration among students and teachers. 128 pp. | 1992 | Grades 7–College | ISBN 9780814136454 $15.96 member/$19.96 nonmember

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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WRITING Speak for Yourself

Catching Tigers in Red Weather

Writing with Voice Susanne Rubenstein As writing instruction becomes more standardized and structured, student voices grow silent. Speak for Yourself: Writing with Voice places a new emphasis on voice in the teaching of writing. Armed with the philosophy and concrete teaching ideas offered in this book, teachers can find the courage to speak up in order to create writing classrooms where students take ownership of their work, enjoy what they’re writing, and produce writing that shows depth of thought and originality of expression. This book acknowledges the pressures English teachers face in today’s educational climate, but challenges teachers to rally their expertise and enthusiasm so that student writers develop voice and speak for themselves. 143 pp. | 2018 | Grades 9–12 | ISBN 9780814146149 $23.96 member/$29.99 nonmember ebook: ISBN 9780814146156

Imaginative Writing and Student Choice in High School Judith Rowe Michaels Foreword by Tom Romano All good writing is creative. But it’s easy to forget this when writing is used mainly as a tool to assess reading comprehension and writers are judged by how well they conform to prescribed standards of “proficiency.” Teacher-poet Judith Rowe Michaels describes how she refocused her ninth-grade English course to help students explore writing—their own and the assigned literature—as an art form with the same potential for creativity as, say, web design, filmmaking, or music. If you’re looking for ways to motivate your young writers, this book is a doorway into the classroom of a master teacher who invites all of us to rediscover what reading and writing should always do—stretch our imaginations. 194 pp. | 2011 | Grades 9–12 | ISBN 9780814104651 $27.96 member/$34.99 nonmember

This Time It’s Personal

Genre Theory

Teaching Academic Writing through Creative Nonfiction

Deborah Dean

John S. O’Connor Students often see little connection between their school lives and their “real lives.” Thesis-driven essays often further this disconnect by emphasizing form over content and by depersonalizing the relationship between writer and audience. John S. O’Connor argues that by inviting students to mine their personal experiences, teachers can help students not only understand literature better, but also begin to make story-sense out of their own lives. Rather than allow students to view school passively, as mere consumers of other people’s stories, we need to explicitly invite students into the larger community of storytellers. O’Connor provides a diverse range of writing assignments with authentic audiences—including writer’s autobiography; writing about place; memoirs; op-ed essays; blogs; oral histories—and many vibrant examples of student writing.

Teaching, Writing, and Being Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom. Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices. Genre Theory synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing. Theory and Research Into Practice (TRIP) series. 119 pp. | 2008 | Grades 9–12 | ISBN 9780814118412 $22.36 member/$27.99 nonmember

227 pp. | 2011 | Grades 9–College | ISBN 9780814154304 $27.96 member/$34.99 nonmember

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Continuing the Journey 2

What Works in Writing Instruction

Becoming a Better Teacher of Authentic Writing

Research and Practices Deborah Dean Through teacher-friendly language and classroom examples, Deborah Dean takes a close look at effective, research-based practices for writing instruction and examines common questions such as:

Ken Lindblom and Leila Christenbury Ken Lindblom and Leila Christenbury return with the second volume in the Continuing the Journey series, this time focusing on authentic writing instruction for the high school classroom. The authors draw on what research has taught them about writing—concepts deeply rooted in personal identity and real-world experience—and why we must teach writing accurately, effectively, and fearlessly. As in the previous volume, the book includes visits to an ideal Teachers’ Lounge, featuring highly experienced colleagues and wellknown authors in English teaching. Topics covered include responding to student writing, handling the paper load, and seeking real-world feedback. 180 pp. | 2018 | Grades 9–12 | ISBN 9780814108574 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108598

Writing about Literature, 2nd ed. Revised and Updated Larry R. Johannessen, Elizabeth A. Kahn, and Carolyn Calhoun Walter Drawing on years of real classroom experience, the authors address the challenge many teachers face: how can we use writing assignments to deepen students’ understanding of literature, while at the same time improve their writing, critical thinking, and analytical skills? This book provides an overview of the key components of theory and research—including assessment, literary interpretation, composition, sequencing, and activity design—and then offers practical activities to help students learn how to interpret literature, write compelling arguments, and support those arguments using evidence from the text. Theory and Research Into Practice (TRIP) series. 104 pp. | 2009 | Grades 9–12 | ISBN 9780814132111 $19.96 member/$24.99 nonmember

● How can the writing process become more meaningful

for students? ● What is the best way to use models in the classroom? ● What can targeted strategies, word processing, or

collaboration do for students’ writing? ● How can writing-to-learn develop students’ overall

writing skills? ● How can sentence combining and summarizing benefit

writing? 217 pp. | 2010 | Grades 6–12 | ISBN 9780814152119 $27.96 member/$34.99 nonmember

The Lifespan Development of Writing Charles Bazerman, Arthur N. Applebee, Virginia W. Berninger, Deborah Brandt, Steve Graham, Jill V. Jeffery, Paul Kei Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell, and Kristen Campbell Wilcox How does writing develop before, during, and after schooling, and how do an individual’s writing experiences relate to one another developmentally across the lifespan? This book is a first step toward understanding how people develop as writers over their lifetimes. The authors present the results of a four-year project to synthesize the research on writing development at different ages from multiple, cross-disciplinary perspectives, including psychological, linguistic, sociocultural, and curricular. First collectively offering the joint statement “Toward an Understanding of Writing Development across the Lifespan,” the authors then focus individually on specific periods of writing development, including early childhood, adolescence, and working adulthood, looked at from different angles. They conclude with a summative understanding of trajectories of writing development and implications for further research, teaching, and policy. 398 pp. | 2018 | PreK–College | ISBN 9780814128169 $31.96 member/$39.99 nonmember ebook: ISBN 9780814128176

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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WRITING Teaching Writing Online

College Credit for Writing in High School

How and Why

The “Taking Care of” Business

Scott Warnock

Kristine Hansen and Christine R. Farris, editors

How can you migrate your tried and true face-to-face teaching practices into an online environment? Warnock explores how to teach an online (or hybrid) writing course by emphasizing the importance of using and managing students’ written communications. Grounded in Warnock’s years of experience in teaching, teacher preparation, online learning, and composition scholarship, this book is designed with usability in mind. Features include: ● How to manage online conversations ● Responding to students

Foreword by David A. Jolliffe Afterword by Douglas Hesse This collection explores various options that students have for “taking care of” the first-year college writing requirement, including AP tests, concurrent enrollment/dualcredit courses, the International Baccalaureate diploma, and early college high schools. Contributors to this volume explore the complexity of these options, offer best practices and pitfalls of such a system, establish benchmarks for success, and lay out possible outcomes for a new educational landscape. 314 pp. | 2010 | Grades 9–College | ISBN 9780814107225 $30.36 member/$37.99 nonmember

● Organizing course material ● Core guidelines for teaching online ● Resource chapter and appendix with sample teaching

materials 235 pp. | 2009 | College | ISBN 9780814152539 $30.36 member/$37.99 nonmember

FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

Amanda Dinardo University of Illinois Springfield Graduate Assistant Writing and editing

ncte.org

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WRITING/COMPOSITION Sustainable WAC

Writing Together

A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs

Ten Weeks Teaching and Studenting in an Online Writing Course

Michelle Cox, Jeffrey R. Galin, and Dan Melzer A 2008 survey of Writing Across the Curriculum (WAC) programs found that nearly half of those identified in a 1987 survey no longer existed twenty years later, pointing to a need for an approach to WAC administration that leads to programs that persist over time. In Sustainable WAC, three current or former WAC program directors introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today’s institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability. Informed by theories that illuminate transformative change within systems and illustrated with vignettes by WAC directors across the country, this book lays out principles, strategies, and tactics to help WAC program directors launch, relaunch, or reinvigorate programs within the complicated systems of today’s colleges and universities. 272 pp. | 2018 | College | ISBN 9780814149522 $30.36 member/$37.99 nonmember ebook: ISBN 9780814149546

Mobile Technologies and the Writing Classroom Resources for Teachers Claire Lutkewitte, editor If compositionists wish to be pedagogically relevant, they need to think carefully about how their students read and compose texts and where they do so. More and more young people are choosing to write a variety of texts in a variety of locations because technologies make it possible. This book provides practical resources and assignments for writing instructors who are interested in a pedagogy that makes use of mobile technologies. The contributors explore both writing for and about mobile technologies and writing with mobile technologies. The book offers (1) a starting point for instructors who haven’t yet used mobile technologies in the classroom, (2) fresh ideas to those who have and proof that they are not alone, and (3) a call of reassurance that we can do more with less. 234 pp. | 2016 | College | ISBN 9780814131961 $30.36 member/$37.99 nonmember ebook: ISBN 9780814131978

Scott Warnock and Diana Gasiewski As more and more college writing instructors are asked to teach online courses, the need for practical, day-to-day advice about what to expect in these courses and how to conduct them has grown. This book narrates the experience of an asynchronous online writing course (OWC) through the dual perspective of the teacher, Scott, and a student, Diana Gasiewski. They each describe their strategies, activities, approaches, thoughts, and responses as they move week by week through the experience of teaching and taking an OWC. This narrative approach includes details about specific assignments and teaching strategies, and through the experience of the student author, OWC instructors will better understand how students perceive OWCs and navigate through them—and how students manage their lives in the context of distance education. 267 pp. | 2018 | College | ISBN 9780814159231 $30.36 member/$37.99 nonmember ebook: ISBN 9780814159248

What Is “College-Level” Writing? Volume 2 Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors This sequel to What Is “CollegeLevel” Writing? (2006) highlights the practical and the pragmatic aspects of teaching writing. The essays in this collection focus on things all English and writing teachers concern themselves with on a daily basis—assignments, readings, and real student writing. Contributors include students, high school teachers, and college instructors in conversation with one another. Through a pragmatic lens, the volume addresses other important issues related to college-level writing, including assignment design, the use of the five-paragraph essay, and the AP test, as well as issues related to L2/ELL and Generation 1.5 students. 329 pp. | 2010 | Grades 9–College | ISBN 9780814156766 $30.36 member/$37.99 nonmember See also What Is “College-Level” Writing? (ISBN 9780814156742)

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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COMPOSITION Just Theory

Cross-Talk in Comp Theory

NEW

An Alternative History of the Western Tradition

A Reader, Third Edition Victor Villanueva and Kristin L. Arola, editors

David B. Downing Downing offers an alternative history of critical theory in the context of the birth and transformation of the Western philosophical tradition by situating the production of theoretical texts within the geopolitical economy of two pivotal cultural turns: the Platonic revolution, during which a new philosophic, universalist, and literate discourse emerged from what had long been an oral culture, and the Romantic revolution and its nineteenth-century aftermath up to the Paris Commune. 459 pp. | 2019 | College | ISBN 9780814125304 $39.96 member/$49.99 nonmember ebook: ISBN 9780814125328

For the third edition of Cross-Talk in Comp Theory, Victor Villanueva recruited the expertise of colleague Kristin L. Arola in order to flesh out the discussion on composition and technology. The third edition maintains the historical perspective of previous editions while continuing to provide insights on the relatively new discipline of composition studies. Landmark contributions by major figures such as Donald Murray, Janet Emig, Walter Ong, Sondra Perl, Mike Rose, and Patricia Bizzell remain. They are joined by the works of other trailblazing scholars such as Peter Elbow, Richard Ohmann, Adam Banks, Cynthia Selfe, and Kathleen Blake Yancey. 899 pp. | 2011 | College | ISBN 9780814109779 $39.96 member/$49.99 nonmember

Strategies for Teaching First-Year Composition

Code-Meshing as World English

Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner, editors

Pedagogy, Policy, Performance Vershawn Ashanti Young and Aja Y. Martinez, editors The original essays in this collection offer various perspectives on why codemeshing—blending minoritized dialects and world Englishes with Standard English—is a better pedagogical alternative than code-switching in the teaching of reading, writing, listening, speaking, and visually representing to diverse learners. Contributors argue that code-meshing leads to lucid, often dynamic prose by people whose first language is something other than English, as well as by native English speakers who speak and write with “accents” and those whose home language or neighborhood dialects are deemed “nonstandard.”

This book offers guidance, reassurance, and thoughtful commentary on the many activities leading up to and surrounding teaching first-year composition: ● What preparation do I need to teach first-year comp? ● How do I construct a syllabus? ● How do I develop effective writing assignments? ● Why am I teaching writing at all? ● And what’s the place of writing in a university

education? 626 pp. | 2002 | College | ISBN 9780814147498 $39.96 member/$49.99 nonmember

298 pp. | 2011 | College | ISBN 9780814107003 $30.36 member/$37.99 nonmember

Bootstraps From an American Academic of Color Victor Villanueva, Jr. Bootstraps is an unusual book: at one level it is autobiographical, detailing the life of an American of Puerto Rican extraction from his childhood in New York City to an academic post at a university. At another level, Villanueva ponders his experiences in light of the history of rhetoric, the English Only movement, current socio- and psycholinguistic theory, and the writings of Gramsci and Freire, among others. 151 pp. | 1993 | College | ISBN 9780814103777 | $23.96 member/$29.99 nonmember

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READING & LITERATURE Deep Reading Teaching Reading in the Writing Classroom Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors Measurements of reading abilities show a decline nationwide among most cohorts of students, so the need for writing teachers to thoughtfully address the subject of reading, especially in grades 6–14, has become increasingly urgent. Contributors to this collection—high school teachers, college students who discuss the challenges they faced as readers and writers, and composition scholars—define the challenges to integrating reading into the writing classroom, develop a theory of reading as a specific type of inquiry and meaningmaking activity, and offer practical approaches to teaching deep reading in writing courses that can be put immediately to use in the classroom. The volume concludes with letters written directly to students about the importance of reading, not only in the classroom but also as a richly complex social, cognitive, and affective human activity. 386 pp. | 2017 | Grades 9–College | ISBN 9780814110638 $31.96 member/$39.99 nonmember ebook: ISBN 9780814110645

Teaching Phonics in Context

Literacy Engagement through Peritextual Analysis Shelbie Witte, Don Latham, and Melissa Gross, editors Peritextual analysis teaches readers how to evaluate information and sources using elements that precede or follow the body of the text. A work’s preface, afterword, index, dust jacket, promotional blurbs, and bibliography are only some of the elements that can be used to help readers connect with and understand the main text. Speaking directly to librarians and educators working with K–16 students, this important book outlines the Peritextual Literacy Framework and explains its unique utility as a teaching and thinking tool; defines components such as production elements, promotional elements, navigational elements, intratextual elements, supplemental elements, and documentary elements, offering examples drawn from both print and nonprint texts; presents several case studies showing peritextual analysis in action; and examines how the functions of peritext and the Peritextual Literacy Framework exist within online news articles, film and media packaging, and other nonprint texts. American Library Association and NCTE. 176 pp. | 2018 | Grades K–16 | ISBN 9780838917688 $35.99 member/$44.99 nonmember

Literary Terms

David Hornsby and Lorraine Wilson

A Practical Glossary

Debunking the myth that whole language teachers do not teach phonics, David Hornsby and Lorraine Wilson use classroom vignettes to show just how phonics is taught and learned in literacy-rich classrooms.

Literary Terms: A Practical Glossary provides up-to-date definitions, drawing on recent developments in literary theory and emphasizing the role of reading practices in the reproduction of literary meanings.

The book is grounded in the belief that reading and writing of connected text takes priority over the traditional teaching of phonics; that teaching and learning of phonics is always contained within, and subordinate to, genuine literacy events; and that children spend more time reading and writing (in which they learn to apply their phonic knowledge) than they do in the actual study of sound–letter relationships. Customers outside of North America should contact Pearson Australia at www.pearson.com.au for purchasing information.

Brian Moon

This is an excellent resource for high school teachers interested in strengthening appreciation and understanding of the complexities of literary study. NOTE: Customers outside of the United States and Canada should contact Chalkface Press at www.chalkface.net.au for purchasing information. The NCTE Chalkface Series. 177 pp. | 1999 | Grades 9–12 | ISBN 9780814130087 $27.96 member/$34.99 nonmember

254 pp. | 2010 | Grades K–5 | ISBN 9780814152270 $30.36 member/$37.99 nonmember ebook: ISBN 9780814152287

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CONTENT AREA LITERACY Reading Challenging Texts

The Power of Picture Books Using Content Area Literature in Middle School

Layering Literacies through the Arts James S. Chisholm and Kathryn F. Whitmore Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank’s diary—part of the US middle school literary canon— the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design artsbased instruction for their students’ learning with challenging texts. Routledge and NCTE. 137 pp. | 2018 | Grades 5–12 | ISBN 9781138058644 $31.95 member/$39.95 nonmember

Mary Jo Fresch and Peggy Harkins Picture books aren’t just for little kids. They are powerful and engaging texts that can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles. Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas. By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfiction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs. 147 pp. | 2009 | Grades 5–8 | ISBN 9780814136331 $23.96 member/$29.99 nonmember ebook: ISBN 9780814136317

Making Curriculum Pop Developing Literacies in All Content Areas

Reading for Learning Using Discipline-Based Texts to Build Content Knowledge Heather Lattimer This book addresses head-on the reality that teaching reading and teaching content can, and should, go hand in hand to support subject area learning. Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning, using strategies to help focus student readers before they engage with texts, and supporting comprehension in content areas through discussion and writing. 159 pp. | 2010 | Grades 5–10 | ISBN 9780814108437 $23.96 member/$29.99 nonmember

Pam Goble and Ryan R. Goble From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s mediarich world. And educators need help teaching today’s new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media—including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards. Digital content includes fullcolor reproducible student forms. Free Spirit Publishing and NCTE. 213 pp. | 2016 | Grades 6–12 | ISBN 9781631980619 $39.99 member/$39.99 nonmember

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LITERATURE Workshopping the Canon

Engaging American Novels

Mary E. Styslinger

Lessons from the Classroom

Styslinger demonstrates how to partner classic texts with a variety of high-interest genres within a reading and writing workshop structure, aligning the teaching of literature with what we have come to recognize as best practices in the teaching of literacy. Guided by a multitude of teacher voices, student examples, and useful ideas, workshopping teachers explore a unit focus and its essential questions through a variety of reading workshop structures, including read-alouds, independent reading, shared reading, close reading, response engagements, Socratic circles, book clubs, and mini-lessons (e.g., how-to, reading, literary, craft, vocabulary, and critical), as well as writing workshop structures comprising mentor texts, writing plans, mini-lessons, independent writing, conferences, writing circles, and publishing. 197 pp. | 2017 | Grades 7–12 | ISBN 9780814158470 $27.96 member/$34.99 nonmember ebook: ISBN 9780814158494

Continuing the Journey Becoming a Better Teacher of Literature and Informational Texts Leila Christenbury and Ken Lindblom Aimed at accomplished veteran teachers, Continuing the Journey offers practical advice, encouragement, and cutting-edge ideas for today’s English classroom. Coauthors Leila Christenbury and Ken Lindblom, well-known teachers, writers, and former editors of English Journal, are joined in this book by almost two dozen classroom teachers and researchers. Together they present real strategies for real classrooms and offer teachers ideas, insights, and support. Focused on literature and informational texts, this lively book (the first in a series) is a road map to professional renewal and to becoming a better teacher. Topics include: ● Changes in you, your classroom, and your school ● What it means to be a better teacher ● Teaching literary texts and literary nonfiction ● Incorporating the study of informational texts and of

social media in your classroom 196 pp. | 2017 | Grades 9-12 | ISBN 9780814108543 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108550

Joseph O. Milner and Carol A. Pope, editors In today’s world, in which reading is sometimes considered passé and visual literacy rules, urging students to read novels can be a truly demanding task. But the ability to help students find novels engaging is a mark of an exceptional teacher. This collection focuses on ten frequently taught American novels, both classic and contemporary, that can help promote such engagement: ● Of Mice and Men ● The Bluest Eye ● Out of the Dust ● The Outsiders ● The Great Gatsby ● The Chocolate War ● Adventures of Huckleberry Finn ● Bless Me, Ultima ● Their Eyes Were Watching God ● To Kill a Mockingbird 390 pp. | 2011 | Grades 9–12 | ISBN 9780814113585 $31.96 member/$39.99 nonmember

The Fiction of Toni Morrison Reading and Writing on Race, Culture, and Identity Jami L. Carlacio, editor Co-winner of the 2008 Toni Morrison Book Prize for Best Edited Collection This book features classroomtested approaches and pedagogical suggestions for teaching each of Morrison’s novels as well as the fascinating short story “Recitatif.” Each chapter includes questions and suggestions for classroom discussions, projects, and essays that illustrate how students can more fully understand Morrison’s contributions to American culture—particularly the history of racism as well as identity and cultural politics. In addition to offering a broad variety of classroom approaches to the texts, The Fiction of Toni Morrison promotes critical thinking by asking students to investigate issues of whiteness, historiography, critical race theory, and narratology. The book concludes with six sample student essays and a useful bibliography. 279 pp. | 2007 | College | ISBN 9780814116791 $30.36 member/$37.99 nonmember

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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BUY ONE, GET ONE (OR MORE) FOR $5 EACH! NCTE wants to help extend your professional learning even further! Following are some of our favorite NCTE books that you may have overlooked, now available for $5 each with the purchase of only one full-priced book or journal subscription featured in this Spring 2019 catalog. When ordering, just use the code BOGO5—that’s all it takes! You’ll be on your way to deeper learning and a richer library at an affordable price!

The Vocabulary Book

Alice Walker in the Classroom

Learning and Instruction Michael F. Graves 183 pp. | 2006 | Grades K–12 ISBN 9780807746271 $20.95 member/$22.95 nonmember

“Living by the Word” Carol Jago 73 pp. | 2000 | Grades 9–12 ISBN 9780814101148 $15.96 member/$19.99 nonmember

Engaging Audience

Judith Ortiz Cofer in the Classroom

Writing in an Age of New Literacies M. Elizabeth Weiser, Angela M. Gonzalez, and Brian Fehler, editors 340 pp. | 2009 | College ISBN 9780814102299 $31.96 member/$39.99 nonmember

How Fair Use Supports Digital Learning Renee Hobbs 128 pp. | 2010 | Grades K–12 ISBN 9781412981590 $26.95 member/$35.95 nonmember

Another Jar of Tiny Stars

Poems by More NCTE Award-Winning Poets Bernice E. Cullinan and Deborah Wooten, editors 133 pp. | 2009 | Grades K–6 ISBN 9781590787267 $19.95 member/$26.95 nonmember

Standards for the Assessment of Reading and Writing, Revised Edition Joint Task Force on Assessment of the International Reading Association and the National Council of Teachers of English 53 pp. | 2010 | Grades K–College ISBN 9780872077768 $15.96 member/$19.99 nonmember

A Woman in Front of the Sun Carol Jago 82 pp. | 2006 | Grades 9–12 ISBN 9780814125359 $15.96 member/$19.99 nonmember

Raymond Carver in the Classroom

“A Small, Good Thing” Susanne Rubenstein 119 pp. | 2005 | Grades 9–12 ISBN 9780814138311 $15.96 member/$19.99 nonmember

Lesson Plans for Creating Media-Rich Classrooms

Mary T. Christel and Scott Sullivan, editors 251 pp. | 2007 | Grades 7–12 ISBN 9780814130483 $30.36 member/$39.99 nonmember

Learning to Read the Numbers Integrating Critical Literacy and Critical Numeracy in K–8 Classrooms David J. Whitin and Phyllis E. Whitin 134 pp. | 2011 | Grades K–8 ISBN 9780415874311 $39.95 member/$41.95 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Critical Encounters in High School English, 2nd edition

Taking Initiative on Writing

Teaching Literary Theory to Adolescents Deborah Appleman 221 pp. | 2009 | Grades 6–12 ISBN 9780807748923 $24.95 member/$33.95 nonmember

A Guide for Instructional Leaders Anne Ruggles Gere, Hannah A. Dickinson, Melinda J. McBee Orzulak, and Stephanie Moody 93 pp. | 2010 | Grades 9–12 ISBN 9780814149959 $19.96 member/$24.99 nonmember

Relations, Locations, Positions

Middle Ground

Composition Theory for Writing Teachers Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, editors 606 pp. | 2006 | College ISBN 9780814124000 $39.96 member/$49.99 nonmember

Exploring Selected Literature from and about the Middle East Sheryl L. Finkle and Tamara J. Lilly 149 pp. | 2008 | Grades 6–12 ISBN 9780814131619 $23.96 member/$29.99 nonmember

Agency in the Age of Peer Production

Standards for the English Language Arts

Quentin D. Vieregge, Kyle D. Stedman, Taylor Joy Mitchell, and Joseph M. Moxley 184 pp. | 2012 | College ISBN 9780814100899 ebook: ISBN 9780814100905 $27.96 member/$34.99 nonmember

131 pp. |1996 | Grades K–12 ISBN 9780814146767 $23.96 member/$24.99 nonmember

Humor Writing

Teaching the Short Story

Activities for the English Classroom Bruce A. Goebel 151 pp. | 2011 | Grades 9–12 ISBN 9780814122136 $23.96 member/$29.99 nonmember

A Guide to Using Stories from Around the World Bonnie H. Neumann and Helen M. McDonnell, editors 301 pp. | 1996 | Grades 9–College ISBN 9780814119471 $13.50 member/nonmember

Teacher Inquiry in Literacy Workshops

Metaphorical Ways of Knowing

Becoming Teammates

Reading and Writing and Teens

Forging Relationships through Reggio-Inspired Practice Judith T. Lysaker, editor 164 pp. | 2013 | Grades PreK–2 ISBN 9780814154878 $23.96 member/$29.99 nonmember

Teachers and Families as Literacy Partners Charlene Klassen Endrizzi 245 pp. | 2008 | Grades K–6 ISBN 9780814102732 $30.36 member/$37.99 nonmember

The Imaginative Nature of Thought and Expression Sharon L. Pugh, Jean Wolph Hicks, and Marcia Davis 221 pp. | 1997 | Grades 5–College ISBN 9780814131510 $10.00 member/nonmember

A Parent’s Guide to Adolescent Literacy Cathy Fleischer 89 pp. | 2010 | Grades 9–12 ISBN 9780814139349 $19.96 member/$24.99 nonmember

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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YA LITERATURE & LITERACY NEW A Symphony of Possibilities

Teaching YA Lit through Differentiated Instruction

A Handbook for Arts Integration in Secondary English Language Arts

Susan L. Groenke and Lisa Scherff

AVAILABLE JUNE 2019 Katherine J. Macro and Michelle Zoss, editors

A Symphony of Possibilities explores arts-based pedagogies for secondary teachers of English language arts. Drama, music, poetry, public art, and visual art are explored in detail by experts in their fields sharing proven methods of instruction with secondary students and teachers. Each chapter looks at effective teaching methods that incorporate the arts into secondary English classrooms. Through the arts we see teachers and researchers who explore and expand upon comprehension, memory, issues of identity, and culturally relevant pedagogies. The arts challenge students to approach course material in personal and interactive ways. This book provides a resource for teachers who are looking for creative approaches to their teaching that will allow them to move their students into innovative and thoughtful learning spaces. 240 pp. | 2019 | Grades 7–12 | ISBN 9780814149713 $30.36 member/$37.99 nonmember ebook: ISBN 9780814149720

Foreword by Alan Sitomer Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum by focusing on a few key questions: ● Which works of YA literature work better for whole-class

instruction and which are more suitable for independent reading and/or small-group activities? ● What can teachers do with YA lit in whole-class

instruction? ● How can teachers use YA novels to address the needs of

diverse readers in mixed-ability classrooms? Each chapter opens with an introduction to and description of a different popular genre or award category of YA lit— science fiction, realistic teen fiction, graphic novels, Pura Belpré Award winners, nonfiction texts, poetry, historical YA fiction—and then offers suggestions within that genre for whole-class instruction juxtaposed with a young adult novel more suited for independent reading or small-group activities. 177 pp. | 2010 | Grades 9–12 | ISBN 9780814133705 $27.96 member/$34.99 nonmember

A Master Class in Children’s Literature

Stories Matter The Complexity of Cultural Authenticity in Children’s Literature

Trends and Issues in an Evolving Field April Whatley Bedford and Lettie K. Albright, editors

Dana L. Fox and Kathy G. Short, editors

This collection discusses contemporary issues in children’s literature and offers suggestions, strategies, and resources for teacher educators, teachers, and librarians. Each chapter focuses on a contemporary issue in children’s literature, providing suggestions, strategies, and resources for implementation and instruction. Chapter authors lay the foundation of children’s literature courses, encourage teachers to broaden their reading worlds, and address challenges and possibilities, such as the impact of new technologies, censorship, bestselling books, and keeping the love of literature alive in today’s high-stakes testing environment.

This collection highlights important historical events, current debates, and new questions and critiques in the controversial issue of cultural authenticity in children’s literature. © Susan Guevara 2000 Contributors include Rudine Sims Bishop, Jacqueline Woodson, Susan Guevara, Kathryn Lasky, Henry Louis Gates Jr., Joel Taxel, and Mingshui Cai. Essays address the social responsibility of authors, the role of imagination and experience in writing for young people, cultural sensitivity and values, authenticity of content and images, authorial freedom, and the role of literature in an education that is multicultural.

242 pp. | 2011 | Grades K–8 | ISBN 9780814130827 $34.95 member/$46.95 nonmember

340 pp. | 2003 | Grades K–8 | ISBN 9780814147443 $30.36 member/$37.99 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Say Yes to NEW Pears

Teaching Climate Change to Adolescents

Food Literacy in and beyond the English Classroom

Reading, Writing, and Making a Difference

AVAILABLE JULY 2019 Joseph Franzen and Brent Peters

In 2010 Fern Creek High School in Louisville, Kentucky, was labeled failing by the state and had half of its teachers removed. Brent Peters, a former chef and current English teacher, and Joe Franzen, an eccentric urban homesteader and history teacher, were hired to help ignite students’ passion for learning. Say Yes to Pears tells the story of food literacy at Fern Creek High School and about how Food Lit works in the English classroom, beyond the English classroom, and beyond the school day. The book serves as a pedagogical guide on how to construct a place- and community-based program focused on creative and critical thought and action. 192 pp. | 2019 | Grades 9–12 | ISBN 9780814142417 $27.96 member/$34.99 nonmember ebook: ISBN 9780814142424

Developing Contemporary Literacies through Sports

Richard Beach, Jeff Share, and Allen Webb This book is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. Visit the website for this book (http://climatechangeela.pbworks.com) for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education. Routledge and NCTE. 148 pp. | 2017 | Grades 6–12 | ISBN 9781138245259 $27.95 member/$34.95 nonmember

Teaching Reading with YA Literature

A Guide for the English Classroom

Complex Texts, Complex Lives

Alan Brown and Luke Rodesiler, editors

Jennifer Buehler

With seven interrelated sections— facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies—this collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, as well as the companion website, provide numerous resources that support teachers in developing students’ contemporary literacies through sports. Each section includes (1) four lesson plans written by practicing English teachers and teacher educators that focus on a specific topic and/or method of instruction; (2) a brief introduction from a leading scholar in the field of English education; and (3) a closing “author connection” in which contemporary authors of sports-related young adult literature offer reflections on and connections to the ongoing conversations.

To meet the needs of all students as readers, we have to offer books they can—and want to—read. Buehler explores the three core elements of a young adult pedagogy with proven success in practice: (1) a classroom that cultivates a reading community; (2) a teacher who serves as book matchmaker and guide; and (3) tasks that foster complexity, agency, and autonomy in teen readers. With a supporting explication of NCTE’s policy research brief Reading Instruction for All Students and lively vignettes of teachers and students reading with passion and purpose, this book is designed to help teachers develop their own version of YA pedagogy and a vision for teaching YA lit in the middle and secondary classroom. 173 pp. | 2016 | Grades 7–12 | ISBN 9780814157268 $23.96 member/$29.99 nonmember ebook: ISBN 9780814157275

253 pp. | 2016 | Grades 6–12 | ISBN 9780814110959 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110966 To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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NCTE HIGH SCHOOL LITERATURE SERIES

All HSLS titles: $15.96 member/$19.99 nonmember

The Incarceration of Japanese Americans in the 1940s Literature for the High School Classroom Rachel Endo Endo offers new ways to talk and teach about the incarceration of Japanese Americans in the United States during World War II through the selected works of critically acclaimed Japanese American authors Jeanne Wakatsuki Houston, Lawson Fusao Inada, and Hisaye Yamamoto. 161 pp. | 2018 | Grades 9–12 | ISBN 9780814122983 ebook: ISBN 9780814123003

The Great Gatsby in the Classroom Searching for the American Dream David Dowling Veteran high school English teacher David Dowling demonstrates how teachers can help students connect The Great Gatsby to the value systems of the twenty-first century, offering active reading and thinking strategies designed to enhance higher-level thinking and personal responses to fiction. 137 pp. | 2006 | Grades 9–12 | ISBN 9780814150986

To Kill a Mockingbird in the Classroom Walking in Someone Else’s Shoes Louel C. Gibbons This book examines ways of engaging students as they study Harper Lee’s novel. Included are collaborative learning, discussion, writing, and inquirybased projects as well as activities related to the film version of To Kill a Mockingbird. 121 pp. | 2009 | Grades 9–12 | ISBN 9780814125519

Zora Neale Hurston in the Classroom “With a harp and a sword in my hands” Renée H. Shea and Deborah L. Wilchek The book offers a practical approach using a range of student-centered activities for teaching Hurston’s nonfiction, short stories, and the print and film versions of Their Eyes Were Watching God. 113 pp. | 2009 | Grades 9–12 | ISBN 9780814159750

Langston Hughes in the Classroom “Do Nothin’ till You Hear from Me” Carmaletta M. Williams

Williams provides high school teachers with background on Hughes and the Harlem Renaissance as well as help in teaching Hughes’s poetry, short stories, novels, and autobiography. 124 pp. | 2006 | Grades 9–12 | ISBN 9780814125618

OTHER TITLES IN THIS SERIES INCLUDE: Sherman Alexie in the Classroom “This is not a silent movie. Our voices will save our lives.” Heather E. Bruce, Anna E. Baldwin, and Christabel Umphrey 146 pp. | 2008 | Grades 9–12 ISBN 9780814144572

Amy Tan in the Classroom

“The art of invisible strength” Renée H. Shea and Deborah L. Wilchek 128 pp. | 2005 | Grades 9–12 ISBN 9780814101483

Sandra Cisneros in the Classroom “Do not forget to reach” Carol Jago

95 pp. | 2002 | Grades 9–12 ISBN 9780814142318

Nikki Giovanni in the Classroom “The same ol’ danger but a brand new pleasure” Carol Jago 78 pp. | 1999 | Grades 9–12 ISBN 9780814152126

Tim O’Brien in the Classroom “This too is true: Stories can save us” Barry Gilmore and Alexander Kaplan 106 pp. | 2007 | Grades 9–12 ISBN 9780814154663

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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SHAKESPEARE Reading Shakespeare with Young Adults

Reading Shakespeare Film First

Mary Ellen Dakin

Although the works of William Shakespeare are universally taught in high schools, many students have a similar reaction when confronted with the difficult task of reading Shakespeare for the first time. In Reading Shakespeare with Young Adults, Mary Ellen Dakin seeks to help teachers better understand not just how to teach the Bard’s work, but also why. By celebrating the collaborative reading of Shakespeare’s plays, Dakin explores different methods for getting students engaged in—and excited about—the texts as they learn to construct meaning from Shakespeare’s sixteenth-century language and connect it to their twenty-first-century lives. Filled with teacher-tested classroom activities, this book draws on often-taught plays, including Hamlet, Romeo and Juliet, Macbeth, Julius Caesar, and A Midsummer Night’s Dream. 233 pp. | 2009 | Grades 9–12 | ISBN 9780814139042 $30.36 member/$37.99 nonmember

Foreword by Alan B. Teasley Mary Ellen Dakin asserts that we need to read Shakespeare in triplicate—as the stuff of transformative literature, theater, and film. She guides teachers and students with carefully researched and classroom-tested strategies for crossing over from Shakespeare’s early modern English to modern film and illustrated productions of his plays. Through a wealth of classroom vignettes, lessons, and handouts, we see how the “old” language of Shakespeare is constantly renewed through the “new” language of film. 179 pp. | 2012 | Grades 9–12 | ISBN 9780814139073 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139080

Teaching Julius Caesar A Differentiated Approach Lyn Fairchild Hawks

Teaching Romeo and Juliet A Differentiated Approach Delia DeCourcy, Lyn Fairchild, and Robin Follet Romeo and Juliet is one of Shakespeare’s most-taught plays, yet teachers are always looking for new and effective ways to make the material engaging and adaptable for all students—from those struggling to read to those able to analyze complicated sonnets. By using the concept of differentiated instruction, authors Delia DeCourcy, Lyn Fairchild, and Robin Follet provide a practical, easy-to-use guide for teaching the play that addresses a wide range of student readiness levels, interests, and learning styles. An entire curriculum for teaching the play, the book features lesson plans, scaffolded reading activities, quizzes, mini-lessons, compacting guidelines, and close reader handouts—all geared toward different levels of readiness. 308 pp. | 2007 | Grades 7–12 | ISBN 9780814101124 $30.36 member/$37.99 nonmember

Julius Caesar continues to resonate with high school students and remains a favorite text in classrooms everywhere. Through differentiated instruction, Lyn Fairchild Hawks offers solutions for bringing the play to life for all students—those with various interests, readiness levels, and learning styles. This book is a comprehensive curriculum for teaching the play and offers: ● lesson plans highlighting key scenes ● mini-lessons for reading and writing ● performance activities ● close reading assignments for ELL, novice, on-target,

and advanced learners ● quizzes, writing assignments, and compacting guidelines

A companion website features additional student assessment and teaching materials that may be used in conjunction with this book. 219 pp. | 2010 | Grades 7–12 | ISBN 9780814151082 $27.96 member/$34.99 nonmember

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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POETRY 360 Degrees of Text

Lightning Paths 75 Poetry Writing Exercises

Using Poetry to Teach Close Reading and Powerful Writing

Kyle Vaughn Lightning Paths features poetry writing exercises that, while they teach and utilize technique, also focus on and inspire the intuitive and imaginative qualities of poetry. Each exercise features a philosophical introduction that explains the nature of what the exercise aims for, the detailed exercise instructions, and a student example. The exercises themselves are divided into three sections: (1) exercises that focus on different types of imagery and different methods to generate fresh imagery; (2) exercises born out of unusual prompts and ideas aimed at engaging a writer’s experiences beyond poetry in the real world; and (3) exercises related to form or perhaps a reconsideration of what form might be or how it might function. Also included are introductions or essays related to imagery, inspiration, “leaping” poetry, and constrained writing. 121 pp. | 2018 | Grades 9–12 | ISBN 9780814128213 $22.36 member/$27.99 nonmember ebook: ISBN 9780814128237

Eileen Murphy Buckley Youth culture is rich with poetry, from song lyrics that teens read, listen to, and write, to poetry they perform through slams and open mics. The rich, compact language of poetry both inside and outside the classroom plays a valuable role in bridging the divide between youth culture and academic culture. Whether we call it “critical literacy” or just “making meaning,” being able to read and analyze with precision and judgment empowers all students, not just in their academic courses but in everyday situations that require thoughtful evaluation and response. Through Eileen Murphy Buckley’s 360-degree approach to teaching critical literacy, students investigate texts through a full spectrum of learning modalities, harnessing the excitement of performance, imitation, creative writing, and argument/debate activities to become more powerful thinkers, readers, and writers. Theory and Research Into Practice (TRIP) series. 193 pp. | 2011 | Grades 9–12 | ISBN 9780814160237 $27.96 member/$34.99 nonmember

Poetry of Place

Getting the Knack

Helping Students Write Their Worlds

20 Poetry Writing Exercises

Terry Hermsen This isn’t your typical book about teaching poetry. Sure, you’ll find plenty of information on helping students learn the fundamentals of writing poetry. But you’ll also find creative, innovative ways to engage students—even those students who may be initially resistant to poetry. Poet-in-residence Terry Hermsen has learned how to foster a love of poetry by taking learning out of the classroom—and into students’ real lives. With numerous lessons and activities, Hermsen demonstrates how even the most mundane, everyday items—from “stuff” to food to photographs—can spark the imagination of student poets. Filled with student examples, this book illustrates that poetry doesn’t have to be boring. It can help students develop interpretive and creative thinking skills while helping them better understand the world around them, wherever they may live.

Stephen Dunning and William Stafford A perennial bestseller and favorite of teachers nationwide, Getting the Knack offers 20 poetry writing exercises in an easy-to-use, winning style. Dunning and Stafford, both widely known poets and educators, offer this delightful manual of ideas for teaching everything from found poems to headline poems to letter poems, acrostic poems, and pantoums. Each exercise covers different types or phases of poetry writing—and is presented with wit, humor, and a nonacademic style that makes it a perfect guide for novice and experienced poets (and teachers!) of all ages. 203 pp. | 1992 | Grades 6–12 | ISBN 9780814118481 $27.96 member/$34.99 nonmember

215 pp. | 2009 | Grades K–12 | ISBN 9780814136089 $27.96 member/$34.99 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Teaching Poetry in High School

Wordplaygrounds Reading, Writing, and Performing Poetry in the English Classroom

Albert B. Somers Albert Somers offers a vast compendium of resources in a highly accessible format. A comprehensive resource for teachers, the book contains more than 40 complete poems and presents practical ideas and myriad ways for teachers and students to discover the joys of poetry. 234 pp. | 1999 | Grades 9–12 | ISBN 9780814152898 $27.96 member/$34.99 nonmember

John S. O’Connor John S. O’Connor offers exciting approaches to teaching poetry in middle school and high school classrooms with more than 25 high-interest activities designed to sharpen students’ writing and self-understanding and heighten their awareness of the world around them. In the process, he demystifies poetry for teachers and students by using students’ own life experiences as the basis for all student writing. Wordplaygrounds shows how students can move beyond the traditional boundaries of English curricula, interpreting poetry through a variety of media, including music, art, and dance—without special talent and training in these areas. 155 pp. | 2004 | Grades 7–12 | ISBN 9780814158197

$23.96 member/$29.99 nonmember

FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

Joshua Schriftman Senior Lecturer University of Miami Teaches composition and creative writing courses

ncte.org

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | orders@ncte.org

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LANGUAGE & LITERACY Discussion Pathways to Literacy Learning

Code-Switching Teaching Standard English in Urban Classrooms

Thomas M. McCann, Elizabeth A. Kahn, and Carolyn C. Walter This book examines the function of classroom discussion as an essential element in inquiry and literacy learning, providing examples of classroom discussion activities that have been part of an ongoing partnership between university professors and high school English teachers. The book draws on their research into the effect of discussion on literacy learning and offers examples of activities and guidelines for activities that teachers can use in their own practice. Through real classroom discussions, the authors show how participation in discussions can be pleasurable and meaningful experiences for adolescents, especially when they can choose the focus for their shared inquiry. 156 pp. | 2018 | Grades 9–College | ISBN 9780814112113 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112120

Rebecca S. Wheeler and Rachel Swords Foreword by John R. Rickford Code-Switching focuses on building on the linguistic knowledge that children bring to school and advocates the use of “code-switching” to enable students to add another linguistic code—Standard English—to their linguistic toolbox. Rather than drill the idea of “Standard English” into students by labeling their home language as “wrong,” the authors offer strategies for teaching students to recognize the grammatical differences between home speech and school speech so that they are then able to choose the language style most appropriate to the time, place, audience, and communicative purpose. Theory and Research Into Practice (TRIP) series. 197 pp. | 2006 | Grades K–8 | ISBN 9780814107027 $27.96 member/$34.99 nonmember

A Teacher’s Introduction to African American English

Literacies, the Arts, and Multimodality Peggy Albers and Jennifer Sanders, editors Art, music, drama, dance, multimedia, digital media, technologies, and film all play a crucial role in helping students cultivate 21st-century literacy skills. This book introduces K–college educators to current research and instructional practices for including a wider range of experiences that help teachers explore how a curriculum rich in these alternate forms of communication can benefit students personally and academically. 341 pp. | 2010 | K–College | ISBN 9780814132142 $30.96 member/$37.99 nonmember

What a Writing Teacher Should Know Teresa M. Redd and Karen Schuster Webb Redd and Webb explain what African American English (AAE) is and the role it may play in students’ mastery of Standard Written English. Designed for writing teachers, this is a concise, coherent, and current source that summarizes the major schools of thought about AAE—without polemics or unnecessary jargon—so that readers can draw their own conclusions about AAE and its influence on teaching and learning. Citing leading scholars in the field, the authors explain how AAE differs from other varieties of English, how it developed, how it might influence students’ ability to write Standard English, and how AAE speakers can learn to write Standard English more effectively. 161 pp. | 2005 | Grades 11–College | ISBN 9780814150078 $23.96 member/$29.99 nonmember

Talking in Class Using Discussion to Enhance Teaching and Learning Thomas M. McCann, Larry R. Johannessen, Elizabeth Kahn, and Joseph M. Flanagan Foreword by George Hillocks Jr. Speaking from their own classroom experience, the authors introduce some basic considerations for planning, managing, and evaluating large-group and small-group discussions. Examples of both instructional activities and classroom practices illustrate the ways that discussion prepares students for subsequent learning, specifically in connection to writing and to the reading and interpretation of literature. 230 pp. | 2006 | Grades 9–12 | ISBN 9780814150016 | $27.96 member/$34.99 nonmember 32

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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MEDIA & DIGITAL LITERACY Reading in the Dark Using Film as a Tool in the English Classroom John Golden John Golden provides a lively, practical guide enabling teachers to feel comfortable and confident about using film in new and different ways. The book makes direct links between film and literary study by addressing reading strategies (e.g., predicting, responding, questioning, and storyboarding) and key aspects of textual analysis (e.g., characterization, point of view, irony, and connections between directorial and authorial choices). More than 30 films are used as examples to explain key terminology and cinematic effects. Teachers are encouraged to harness students’ interest in film in order to help them engage critically with a range of media, including visual and printed texts. Appendixes include a glossary of film terms, blank activity charts, and an annotated resource list. 175 pp. | 2001 | Grades 9–12 | ISBN 9780814138724 $23.96 member/$29.99 nonmember

Great Films and How to Teach Them William V. Costanzo This book offers teachers a relevant way to engage their students through a medium that students know and love. The first part of the book explores the business, theory, technology, and history of film and provides background on adapting fiction to film and using film in the English class. The second part offers study guides for 14 films: Casablanca, North by Northwest, To Kill a Mockingbird, Zeffirelli’s Romeo and Juliet, The Godfather, One Flew over the Cuckoo’s Nest, Glory, Mississippi Masala, Schindler’s List, The Shawshank Redemption, Run Lola Run, The Matrix, Bend It Like Beckham, and Whale Rider. Three appendixes and a glossary of film terms round out the book’s many teacher resources. 329 pp. | 2004 | Grades 9–College | ISBN 9780814139097 $30.36 member/$37.99 nonmember

Reading in the Reel World Teaching Documentaries and Other Nonfiction Texts John Golden Foreword by Alan B. Teasley John Golden offers middle and high school teachers a practical guide for using documentary film in the classroom to improve students’ reading, writing, and thinking skills. With classroom-tested activities, ready-to-copy handouts, and extensive lists of resources, including a glossary of film terminology, an index of documentaries by category, and an annotated list of additional resources, Golden discusses more than 30 films and gives teachers the tools they need to effectively teach nonfiction texts using popular documentaries such as Hoop Dreams, Spellbound, and Super Size Me, as well as lesser known but accessible films such as Girlhood, The Gleaners and I, and The True Meaning of Pictures. 285 pp. | 2006 | Grades 7–12 | ISBN 9780814138755 $30.36 member/$37.99 nonmember

Building Literacy Connections with Graphic Novels Page by Page, Panel by Panel James Bucky Carter, editor James Bucky Carter and the contributors to this collection have found an effective approach for engaging student learners: use graphic novels! They tap into the growing popularity of graphic novels in this one-of-a-kind guidebook. Each chapter presents practical suggestions for the classroom as it pairs a graphic novel with a more traditional text or examines connections between multiple sources. Packed with great ideas for integrating graphic novels into the curriculum, this collection of creative and effective teaching strategies will help you and your students join the fun. 164 pp. | 2007 | Grades 7–12 | ISBN 9780814103920 $23.96 member/$29.99 nonmember

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PROFESSIONAL LEARNING & SUPPORT Letting Go

Making Hybrids Work

How to Give Your Students Control over Their Learning in the English Classroom

An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education

Meg Donhauser, Cathy Stutzman, and Heather Hersey

Joanna N. Paull and Jason Allen Snart

This book explores an inquiry approach in which students differentiate their own learning with the space to choose texts, develop questions, and practice skills that are unique to their individual needs. Rooted in the Inquiry Learning Plan (ILP), a flexible tool that allows students to engineer their own goals and create an authentic final assessment, this practical approach provides a clear, customizable experience for teachers looking to shift ownership of learning to the student, whether wholly or in part. The authors—two classroom teachers and a school librarian—discuss strategies to scaffold the inquiry process while addressing the common pitfalls students encounter. Student examples of activities, reflections, and final products provide concrete models of how to use the strategies separately and how they relate. 196 pp. | 2018 | Grades 9–12 | ISBN 9780814128046 $27.96 member/$34.99 nonmember ebook: ISBN 9780814128060

Making Hybrids Work provides a resource for institutions of higher education to grow and sustain quality hybrid courses—those combining online and faceto-face learning—by outlining an institutional framework that focuses on defining and advertising hybrids; developing, supporting, and assessing hybrid programs; and training faculty. To examine the reality rather than the hype of a hybrid curriculum, the authors consider several existing hybrid courses in a variety of disciplines, as well as explore the possibilities and limitations of teaching with technology. Although there is no one easy path to instituting a hybrid curriculum, the authors argue that the hybrid model might well offer a potential “best of both worlds” in its blending of online and face-to-face instruction, but only with a strong foundation of institutional planning and professional support in place. 227 pp. | 2016 | College | ISBN 9780814130537 $27.96 member/$34.99 nonmember ebook: ISBN 9780814130544

Planning for Inquiry

Teaching Literacy for Love and Wisdom

It’s Not an Oxymoron! Diane Parker

Being the Book and Being the Change

Foreword by Diane Stephens Planning for Inquiry shows you how to get an inquiry-based curriculum started, how to keep it going, and how to do so while remaining accountable to mandated curricula, standards, and programs. Diane Parker invites you into her classroom to think along with her as she provides an up-close look at the underlying structure of an inquirybased approach, what such an approach might look like in practice, and how you can make it happen in your own classroom. Supported by a wealth of stories and examples, Parker shares a practical yet nonprescriptive framework for developing curriculum from learners’ questions and authentic classroom events. 107 pp. | 2007 | Grades K–6 | ISBN 9780814135600 $19.96 member/$24.99 nonmember ebook: ISBN 9780814135624

Jeffrey D. Wilhelm and Bruce Novak This powerful book lays out an inspiring new vision for the teaching of English, building on themes central to Wilhelm’s influential “You Gotta BE the Book.” With this work, Wilhelm and Novak call for nothing short of a revolution in our understanding of the aims and methods of the English classroom, showing what English can do for democratic life, inside and outside of classrooms. Why is what English teachers do so often underestimated? How can we teach literature in a way that fully taps into its transformative power? How can we artfully teach all subjects, at all levels, for personal wisdom, democratic community, and social and ecological justice? Copublished by Teachers College Press, NCTE, and the National Writing Project 253 pp. | 2011 | Grades K–College | ISBN 9780807752364 $27.95 member/$37.95 nonmember

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Degree of Change The MA in English Studies Margaret M. Strain and Rebecca C. Potter, editors As the needs of those seeking an MA in English studies have evolved, so too have the degree’s mission and identity. Looking primarily at stand-alone master’s programs, this volume gathers perspectives from faculty, program directors, and students from across the country to examine the design, delivery, and value of a master’s degree in English, challenging the characterization that MA programs in English serve primarily as stepping-stones to the PhD. Rather, contributors reveal how central the MA is to shaping the purpose and identity of contemporary English studies. This collection provides a substantive discussion that goes beyond questioning the state of English studies—it points to curricular, programmatic, and professional innovations that are transforming the field, calling for new dialogue in higher education about the pivotal role of the MA in English. 282 pp. | 2016 | College | ISBN 9780814110799 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110805

Building the English Classroom Foundations, Support, Success Bruce M. Penniman Bruce M. Penniman draws on his nearly four decades of classroom experiences to offer guidance and support for managing the myriad demands of teaching secondary English. From addressing the numerous subdisciplines within English to making individual accommodations, from dealing with being the primary locus of literacy instruction in the school to everyday organizational strategies, Penniman helps teachers find a way to impose order on what often seems like an overwhelming array of responsibilities. 253 pp. | 2009 | Grades 9–12 | ISBN 9780814103869 $30.36 member/$37.99 nonmember

Authentic Assessments for the English Classroom Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha This practical guide is designed to help English language arts teachers incorporate authentic forms of assessment into the middle and high school curriculum. The authors offer real-world examples, sample student work, step-bystep instructions, and handouts to help teachers: ● Incorporate independent reading and authentic

assessments through lessons, handouts, and examples of student work ● Facilitate a schoolwide end-of-semester roundtable

assessment and portfolio presentations for grades 6–12 students and visitors ● Design grade 12 assessments that draw on the

independent reading and writing experiences students have had throughout their academic careers The book also provides sample curricula and highlights the assessment tools of three teachers who have extensive experience teaching grades 6–12. 141 pp. | 2010 | Grades 6–12 | ISBN 9780814102329 $23.96 member/$29.99 nonmember

English Studies An Introduction to the Discipline(s) Bruce McComiskey, editor Well-known scholars in the field explore the important qualities and functions of English studies’ constituent disciplines—Ellen Barton on linguistics and discourse analysis, Janice Lauer on rhetoric and composition, Katharine Haake on creative writing, Richard Taylor on literature and literary criticism, Amy Elias on critical theory and cultural studies, and Robert Yagelski on English education— and the productive differences and similarities among them that define English studies’ continuing importance. This popular course adoption text provides an invaluable overview of an increasingly fragmented field. 339 pp. | 2006 | College | ISBN 9780814115442 $30.36 member/$37.99 nonmember

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CCCC STUDIES IN WRITING & RHETORIC SERIES The CCCC Studies in Writing & Rhetoric series seeks to influence how writing gets taught at the college level. The methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching. Series Editor: Steve Parks

Rhetorics Elsewhere and Otherwise

NEW

Contested Modernities, Decolonial Visions Romeo García and Damián Baca, editors This collection explores decolonial shifts in composition and rhetoric informed by strategies for potentially decolonizing language and literacy practices, writing and rhetorical instruction, and research practices and methods. 242 pp. | 2019 | College | ISBN 9780814141410 $27.96 member/$34.99 nonmember ebook: ISBN 9780814141427

SELECTED TITLES IN THIS SERIES INCLUDE: Reframing the Relational A Pedagogical Ethic for Cross-Curricular Literacy Work Sandra L. Tarabochia

209 pp. | 2017 | College | ISBN 9780814139783 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139790

Collaborative Learning as Democratic Practice A History Mara Holt

163 pp. | 2018 | College | ISBN 9780814107300 $23.96 member/$29.99 nonmember ebook: ISBN 978081407317

Genre of Power

Police Report Writers and Readers in the Justice System Leslie Seawright 121 pp. | 2017 | College | ISBN 9780814118429 $22.36 member/$27.99 nonmember ebook: ISBN 9780814118436

NEW

Black Perspectives in Writing Program Administration

Inside the Subject

From the Margins to the Center

127 pp. | 2017 | College | ISBN 9780814123454 $22.36 member/$27.99 nonmember ebook: ISBN 9780814123478

Staci M. Perryman-Clark and Collin Lamont Craig, editors This collection makes a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. 167 pp. | 2019 | College | ISBN 9780814103371 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103388

A Theory of Identity for the Study of Writing Raúl Sánchez

Public Pedagogy in Composition Studies

Ashley J. Holmes 201 pp. | 2016 | College | ISBN 9780814138007 $27.96 member/$34.99 nonmember ebook: ISBN 9780814138014

From Boys to Men

Rhetorics of Emergent American Masculinity Leigh Ann Jones

Translanguaging outside the Academy Negotiating Rhetoric and Healthcare in the Spanish Caribbean Rachel Bloom-Pojar Bloom-Pojar draws from an ethnographic study of a summer health program in the Dominican Republic to examine what exactly rhetorical translanguaging might look like, arguing for a rhetorical approach that accounts for stigma, race, and institutional constraints. 157 pp. | 2018 | College | ISBN 9780814139929 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139936

147 pp. | 2016 | College | ISBN 9780814103753 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103760

Assembling Composition Kathleen Blake Yancey and Stephen J. McElroy, editors

246 pp. | 2017 | College | ISBN 9780814101988 $30.36 member/$37.99 nonmember ebook: ISBN 9780814101995

On Multimodality

New Media in Composition Studies Jonathan Alexander and Jacqueline Rhodes 232 pp. | 2014 | College | ISBN 9780814134122 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134139

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NCTE JOURNALS YOUR SOURCE FOR CUTTING-EDGE, PEER-REVIEWED ARTICLES Subscriptions: $25.00 member/$75.00 nonmember Green Subscription (electronic-only): $20.00 member/$70.00 nonmember Student/Emeritus Member: $12.50 | Student/Emeritus/Green: $10.00

English Journal Published since 1912, English Journal is NCTE’s award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools. It presents information on the teaching of writing and reading, literature, and language, and includes information on how teachers are putting the latest technologies to work in their classrooms. Published September, November, January, March, May, and July Editors: Toby Emert, Agnes Scott College, Decatur, GA, and R. Joseph Rodríguez, California State University, Fresno

Language Arts Language Arts provides a forum for discussions on all aspects of language arts learning and teaching, primarily as they relate to children in pre-kindergarten through the eighth grade. Issues discuss both theory and classroom practice, highlight current research, and review children’s and young adolescent literature, as well as classroom and professional materials of interest to language arts educators. Published September, November, January, March, May, and July Editors: Wanda Brooks, Temple University, Philadelphia, PA; Jonda McNair, Clemson University, Clemson, SC; and Kelly Wissman, University at Albany-SUNY, NY

Voices from the Middle Voices from the Middle publishes original contributions by middle level teachers, students, teacher educators, and researchers in response to specific themes that focus on our discipline, our teaching, and our students. Voices offers middle level teachers innovative and practical ideas for classroom use that are rooted in current research; this is a journal for teachers by teachers. Published September, December, March, and May Editors: Sara Kajder, The University of Georgia, Athens, and Shelbie Witte, Oklahoma State University, Stillwater

English Education English Education is the journal of English Language Arts Teacher Educators (ELATE), formerly the Conference on English Education (CEE), a constituent organization of NCTE. The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction. Published October, January, April, and July Editor: Tara Star Johnson, Purdue University, West Lafayette, IN

Talking Points Talking Points—published by WLU, the Whole Language Umbrella, a conference of NCTE—helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning. Published semiannually, October and May Editors: Sally Brown, Georgia Southern University, Statesboro, and Deborah MacPhee, Illinois State University, Normal

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NCTE JOURNALS

English Leadership Quarterly English Leadership Quarterly, a publication of the Conference on English Leadership (CEL), helps department chairs, Kâ&#x20AC;&#x201C;12 supervisors, and other leaders in their role of improving the quality of literacy instruction. ELQ offers short articles on a variety of issues important to decision-makers in English language arts. Published August, October, February, and April; published online only. Editor: Elaine Simos, North High School, Downers Grove, IL

College English College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoriccomposition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Published September, November, January, March, May, and July Editor: Melissa Ianetta, University of Delaware, Newark

College Composition and Communication College Composition and Communication publishes research and scholarship in rhetoric and composition studies that support college teachers in reflecting on and improving their practices in teaching writing. Reflecting the most current scholarship and theory in the field, the journal draws on a broad range of humanistic disciplines and from subfields including technical communication, computers and composition, and writing across the curriculum. Features include review essays of current scholarship and response articles knows as Interchanges. Published September, December, February, and June Editor: Jonathan Alexander, University of California, Irvine

Teaching English in the Two-Year College Teaching English in the Two-Year College, the journal of the Two-Year College English Association (TYCA), is for instructors of English in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession. Published September, December, March, and May Editor: Holly Hassel, North Dakota State University, Fargo

Research in the Teaching of English RTE is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities. Published August, November, February, and May Editors: Gerald Campano, Amy Stornaiuolo, and Ebony Elizabeth Thomas, all of the University of Pennsylvania, Philadelphia

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AUTHOR/EDITOR INDEX Akhavan, Nancy 3 Albers, Peggy 32 Albright, Lettie K. 26 Alexander, Jonathan 36, 38 Alfred, Rita Renjitham 6 Alvarez, Steven 11 Applebee, Arthur N. 17 Appleman, Deborah 7 Arola, Kristin L. 20 Baca, Damián 36 Baldwin, Anna E. 28 Bass, William L. II 9 Bazerman, Charles 17 Beach, Richard 27 Bedford, April Whatley 26 Benjamin, Amy 13 Berninger, Virginia W. 17 Best, Stephen 10 Blackburn, Mollie V. 6 Blau, Sheridan 19, 21 Bloom-Pojar, Rachel 36 Brandt, Deborah 17 Brooks, Wanda 37 Brown, Alan 27 Brown, Sally 37 Bruce, Heather E. 28 Buckley, Eileen Murphy 30 Buehler, Jennifer 3, 7, 27 Buly, Marsha Riddle 12 Burkins, Jan 3 Campano, Gerald 38 Carlacio, Jami L. 23 Carter, James Bucky 33 Chisholm, James S. 22 Christenbury, Leila 17, 23 Costanzo, William V. 33 Cox, Michelle 19 Craig, Collin Lamont 36 Crovitz, Darren 13 Crow, John T. 14 Dakin, Mary Ellen 29 Dean, Deborah 3, 15, 16, 17 DeCourcy, Delia 29 Denstaedt, Linda 10 Devereaux, Michelle 13 Dixon, Chris Jennings 15 Dolgin, Joanna 35 Donhauser, Meg 34 Dowling, David 28 Downing, David B. 20 Dunning, Stephen 30 Emert, Toby 37

Endo, Rachel Fairchild, Lyn Farris, Christine R. Fecho, Bob Filkins, Scott Fisher, Douglas Flanagan, Joseph M. Follet, Robin Fox, Dana L. Franzen, Joseph Fresch, Mary Jo Frey, Nancy Galin, Jeffrey R. Gallagher, Chris W. García, Romeo Gardner, Traci Gasiewski, Diana Gibbons, Louel C. Gilliland, Betsy Gilmore, Barry Goble, Pam Goble, Ryan R. Golden, John Graham, Hannah Graham, Steve Groenke, Susan L. Gross, Melissa Hansen, Kristine Harkins, Peggy Hassel, Holly Haussamen, Brock Hawks, Lyn Fairchild Hermsen, Terry Hersey, Heather Hicks, Troy Holmes, Ashley J. Holt, Mara Hornsby, David Ianetta, Melissa Jago, Carol Jeffery, Jill V. Johannessen, Larry R. Johnson, Latrise P. Johnson, Tara Star Jones, Leigh Ann Kahn, Elizabeth A. Kajder, Sara Kaplan, Alexander Kelly, Kim Kesler, Ted Kolln, Martha Laminack, Lester L.

28 29 18 8 6 12 32 29 26 27 22 12 19 8 36 15 19 28 11 28 22 22 33 6 17 26 21 18 22 38 13 29 30 34 9 36 36 21 38 28 17 17, 32 8 37 36 17, 32 37 28 35 14 13 14

Latham, Don 21 Lattimer, Heather 10, 22 Lewis, Mark A. 7 Lindblom, Ken 17, 23 Lutkewitte, Claire 19 MacPhee, Deborah 37 Macro, Katherine J. 26 Martinez, Aja Y. 20 Matsuda, Paul Kei 17 McCann, Thomas M. 32 McComiskey, Bruce 35 McElroy, Stephen J. 36 McNair, Jonda 37 Melzer, Dan 19 Michaels, Judith Rowe 16 Miller, Susan K. 20 Milner, Joseph O. 23 Moon, Brian 21 Murphy, Sandra 17 Noguchi, Rei R. 13 Nosek, Christina 3 Novak, Bruce 34 O’Connor, John S. 16, 31 Oliva, Tom 13 Ordoñez-Jasis, Rosario 7 Ortmeier-Hooper, Christina 11 Orzulak, Melinda J. McBee 11 Pantoja, Veronica 20 Parker, Diane 34 Paull, Joanna N. 34 Pella, Shannon 11 Penniman, Bruce M. 35 Perryman-Clark, Staci M. 36 Peters, Brent 27 Petrone, Robert 7 Pierce, Kathryn Mitchell 7 Pope, Carol A. 23 Potter, Rebecca C. 35 Ray, Katie Wood 14 Redd, Teresa M. 32 Rhodes, Jacqueline 36 Rodesiler, Luke 27 Rodríguez, R. Joseph 37 Roen, Duane 20 Roop, Laura Jane 10 Rothenberg, Carol 12 Rowe, Deborah Wells 17 Rubenstein, Susanne 3, 16 Sánchez, Raúl 36 Sanders, Jennifer 32 Sarigianides, Sophia Tatiana 7 Scherff, Lisa 26

Schillinger, Trace 10 Schleppegrell, Mary 17 Seawright, Leslie 36 Share, Jeff 27 Shea, Renée H. 28 Short, Kathy G. 26 Sibberson, Franki 9 Simos, Elaine 38 Smagorinsky, Peter 3 Snart, Jason Allen 34 Somers, Albert B. 31 Stafford, William 30 Stephens, Diane 6 Stock, Andrew 10 Stock, Patricia Lambert 10 Stornaiuolo, Amy 38 Strain, Margaret M. 35 Stutzman, Cathy 34 Styslinger, Mary E. 23 Sullivan, Patrick M. 19, 21 Swords, Rachel 32 Tarabochia, Sandra L. 36 Thomas, Ebony Elizabeth 38 Tinberg, Howard 19, 21 Turley, Eric D. 8 Turner, Kristen Hawley 9 Umphrey, Christabel 28 Van Sluys, Katie 8 Vaughn, Kyle 30 Villanueva, Victor 20 Waggoner, Eric 20 Walter, Carolyn Calhoun 17, 32 Warnock, Scott 18, 19 Webb, Allen 27 Webb, Karen Schuster 32 Wheeler, Rebecca S. 13, 32 Whitmore, Kathryn F. 22 Wilchek, Deborah L. 28 Wilcox, Kristen Campbell 17 Wilhelm, Jeffrey D. 34 Williams, Carmaletta M. 28 Wilson, Lorraine 21 Winn, Maisha T. 6, 8 Wissman, Kelly 37 Witte, Shelbie 21, 37 Yancey, Kathleen Blake 15, 36 Yaris, Kim 3 Yates, Kari 3 Yena, Lauren 20 Young, Vershawn Ashanti 20 Zelkha, Sarvenaz 35 Zoss, Michelle 26

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TITLE INDEX 360 Degrees of Text 30 Adolescent Literacy and the Teaching of Reading 7 Adventurous Thinking 6 28 Amy Tan in the Classroom Assembling Composition 36 Authentic Assessments for the English Classroom 35 Becoming Writers in the Elementary Classroom 8 Beyond Standardized Truth 6 Beyond “Teaching to the Test” 11 Black Perspectives in Writing Program Administration 36 20 Bootstraps Building Literacy Connections with Graphic Novels 33 Building the English Classroom 35 Catching Tigers in Red Weather 16 Code-Meshing as World English 20 Code-Switching 32 Collaborative Learning as Democratic 36 Practice College Composition and Communication 38 College Credit for Writing in High School 18 College English 38 Community Literacies en Confianza 11 Conferring with Readers (QRG) 3 Connected Reading 9 Continuing the Journey 23 Continuing the Journey 2 17 Cross-Talk in Comp Theory, 3rd ed. 20 Deep Reading 21 Degree of Change 35 15 Designing Writing Assignments Developing Contemporary Literacies 27 through Sports 9 Digital Reading Discussion Pathways to Literacy Learning 32 Doing and Making Authentic Literacies 10 Engaging American Novels 23 Engaging Grammar 13 37 English Education 37 English Journal English Language Learners in Literacy 12 Workshops English Leadership Quarterly 38 English Studies 35 Entering the Conversations 10 The Fiction of Toni Morrison 23 From Boys to Men 36 Genre of Power 36 Genre Theory 16 Getting the Knack 30 Going Public with Assessment 7 Grammar Alive! 13

Grammar and the Teaching of Writing 13 Grammar to Get Things Done 13 Great Films and How to Teach Them 33 28 The Great Gatsby in the Classroom The Incarceration of Japanese Americans in the 1940s 28 36 Inside the Subject Just Theory 20 Langston Hughes in the Classroom 28 37 Language Arts Language Learners in the English Classroom 12 14 Learning to Write for Readers Lesson Plans for Teaching Writing 15 Letting Go 34 The Lifespan Development of Writing 17 Lightning Paths 30 32 Literacies, the Arts, and Multimodality Literacy Engagement through Peritextual Analysis 21 Literacy Instruction for Students Living with Trauma (QRG) 3 Literary Terms 21 Making Curriculum Pop 22 Making Hybrids Work 34 A Master Class in Children’s Literature 26 Mobile Technologies and the Writing Classroom 19 Next Generation Guided Reading (QRG) 3 Next Generation Independent Reading (QRG) 3 3 Next Generation Read Aloud (QRG) Next Generation Scaffolding & Gradual Release of Responsibility (QRG) 3 Next Generation Shared Reading (QRG) 3 Nikki Giovanni in the Classroom 28 On Multimodality 36 Our Better Judgment 8 Planning for Inquiry 34 Poetry of Place 30 Portfolios in the Writing Classroom 15 The Power of Picture Books 22 Public Pedagogy in Composition Studies 36 The Reader Response Notebook 14 Reading Assessment 6 22 Reading Challenging Texts Reading for Learning 22 33 Reading in the Dark Reading in the Reel World 33 Reading Shakespeare Film First 29 Reading Shakespeare with Young Adults 29 Real-World Literacies 10 Reframing the Relational 36 Research in the Teaching of English 38 Restorative Justice in the English Language Arts Classroom 6

Rethinking the “Adolescent” in Adolescent Literacy 7 Rhetorics Elsewhere and Otherwise 36 Sandra Cisneros in the Classroom 28 27 Say Yes to Pears 28 Sherman Alexie in the Classroom 16 Speak for Yourself Stories Matter 26 Strategic Writing, 2nd ed. 15 Strategies for Teaching First-Year Composition 20 Sustainable WAC 19 26 A Symphony of Possibilities Talking in Class 32 Talking Points 37 A Teacher’s Introduction to African American English 32 Teaching Climate Change to Adolescents 27 Teaching English in the Two-Year College 38 Teaching Julius Caesar 29 Teaching Literacy for Love and Wisdom 34 Teaching Phonics in Context 21 Teaching Poetry in High School 31 Teaching Reading Art Lessons (QRG) 3 Teaching Reading with YA Literature (QRG) 3 Teaching Reading with YA Literature 7, 27 29 Teaching Romeo and Juliet Teaching Secondary Writing (QRG) 3 Teaching Voice in Secondary Writing (QRG) 3 Teaching Writing Online 18 Teaching YA Lit through Differentiated 26 Instruction This Time It’s Personal 16 Tim O’Brien in the Classroom 28 To Kill a Mockingbird in the Classroom 28 Translanguaging outside the Academy 36 Understanding Language 11 Unit Design in the ELA Classroom (QRG) 3 Voices from the Middle 37 What Is “College-Level” Writing? 19 Volume 2 What Works in Writing Instruction 17 Wondrous Words 14 31 Wordplaygrounds Workshopping the Canon 23 17 Writing about Literature, 2nd ed. Writing across Culture and Language 11 Writing Instruction in the Culturally 8 Relevant Classroom Writing in the Dialogical Classroom 8 Writing Together 19 The Writing Workshop 14 Zora Neale Hurston in the Classroom 28

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FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

NCTEâ&#x20AC;&#x2122;s myriad groups offer vibrant gathering places for different facets of our community. The Whole Language Umbrella (WLU) supports teachers engaged in teaching through authentic language use. English Language Arts Teacher Educators (ELATE) serves those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy. The Conference on English Leadership (CEL) is a collaborative, dynamic, discussion-based forum for literacy leaders. Get to know these groups better at one of their upcoming events! WLU Summer Institute Embracing Diversity through Meaningful Inquiry July 12â&#x20AC;&#x201C;13, 2019 | Columbia, SC http://www2.ncte.org/groups/wlu/institute/ ELATE Summer Conference Advocacy and Activism: English Language Arts Teacher Education to Save the World July 18-21, 2019 | University of Arkansas, Fayetteville, AR http://www2.ncte.org/groups/elate/2019-conference/ CEL Annual Convention Creating Opportunities: Leadership to Ignite Movements and Momentum November 24-26, 2019 | Baltimore, MD http://www2.ncte.org/groups/cel/

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Nonprofit Org. U.S. Postage PAID NCTE

Are you moving soon? Keep your membership up-to-date by calling 877-369-6283 or emailing membership@ncte.org.

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