NCTE 2020 Spring/Summer Publications Catalog

2020 SPRING/ SUMMER CATALOG

NEW AND BESTSELLING BOOKS JOURNALS

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MEMBERSHIP

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EVENTS

NEW TITLES There’s something for

WELCOME TO NCTE! As an association comprising English and language arts educators, NCTE is here to support our members’ ongoing teaching and learning, especially in the face of tremendous new challenges. While we all continue to navigate the new landscape of global health and social upheaval that has impacted us professionally and personally, NCTE remains steadfast in supporting you.

Whether working remotely or returning to campus, you can find in the following pages the professional books and resources to help you through a difficult time. Our books on teaching remotely, like Teaching Writing Online, and our more than 75 professional learning seminars, like Easing Your Transition to Writing Online, may be especially valuable.

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NCTE has more than 100 new and bestselling professional books and QRGs included in these pages, including 12 new publications! When you choose them, you are choosing to learn from the leading experts and peers in your field. In addition, you can learn more about membership, events, the Build Your Stack program, online learning resources, and our bustling Annual Convention. Or, dive into resources such as NCTE Verse, NCTE Chat, and NCTE Reads, and apply for awards and funding such as the NCTE/Penguin Random House Teacher Awards. We are working on more opportunities to serve you each week.

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NCTE is here to serve you and help you find your people. We know the voices and scholarship of our authors will continue to add value to your teaching and learning, so join us in exploring these rich resources.

Emily Kirkpatrick Executive Director

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TURN THE PAGE

FROM NCTE everyone on this list!

CONTENTS Membership 2 CEL Annual Convention / Build Your Stack

3

Quick-Reference Guides

4–5

Principles in Practice Imprint (PIP)

6–11

ReadWriteThink 10 Culture & Identity

12

Grammar 13 Writing 14–18 Writing/Composition 19 Composition 20

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Reading & Literature

21

Content Area Literacy

22

Literature 23 YA Literature & Literacy NCTE High School Literature Series

24–25 26

Shakespeare 27 Poetry 28–29 Language & Literacy Media & Digital Literacy

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30–31 32

Professional Learning & Support

33–34

CCCC Studies in Writing & Rhetoric Series

35–36

NCTE Journals

37–38

Author/Editor Index

39

Title Index

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

Join NCTE now! Membership provides a vibrant social network and diverse, knowledgeable community of your peers. Whether you are passionate about a special interest area or grade level, or looking to connect with colleagues on both local and national levels, you’ll find your people here! Other benefits include: ● A subscription to The Council Chronicle, the NCTE quarterly members-only magazine ● Entry into the very active NCTE social community of 25,000+ English language arts teachers and educators ● Invitations to members-only literary and professional development events ● A 20% discount on all NCTE professional books and other select products and services ● Significant savings on registration for the NCTE Annual Convention, with more than 8,000 attendees ● Access to the library of hundreds of issues of all 11 NCTE journals ● Opportunities to participate and have your voice heard on policies and issues that shape our profession ● Cool English teacher–focused merchandise, including shirts, mugs, and notebooks!

Call 877-369-6283 for details on Group Memberships.

Join Now! ncte.org/join 2

NCTE Members Save Up to 20%

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

NCTE’s myriad groups offer vibrant gathering places for different facets of our community.

The Conference on English Leadership (CEL) is a collaborative, dynamic, discussion-based forum for literacy leaders.

Since 1970, CEL has assisted language arts leaders in sharing mutual problems and insights, exchanging resources, seeking the advice of successful leaders, and investigating issues of greatest concern to leaders.

Get to know CEL better at this upcoming event!

CEL Annual Convention Dynamic Leadership: Inspiring Literacy Leaders to Imagine, Innovate, and Invent November 22–24, 2020 | Denver, CO https://ncte.org/groups/cel/convention/

are you a builder?

NCTE’s members are readers—for themselves as they seek to grow their professional knowledge, and for their students as they seek to find texts that will inspire—because NCTE members know: the right book in the right hands can transform a life.

This is why we created Build Your Stack®, an initiative focused exclusively on helping teachers build their book knowledge and their classroom libraries.

WHAT IS BUILD YOUR STACK?

Booklists, recommendations, and other resources curated by NCTE members that can be found on our website and social media outlets.

Periodic digital and on-site professional learning experiences that bring NCTE members together with authors and dynamic educators.

A set of 35 unique sessions in the Exhibit Hall at the NCTE Annual Convention.

Learn more about all Build Your Stack® has to offer at https://ncte.org/build-your-stack/.

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To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 3

QUICK-REFERENCE GUIDES 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.

To learn more about the NCTE Quick-Reference Guides, visit https://ncte.org/resources/quick-reference-guides/

“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 L. Laminack, author

NEW

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NEW

NEW

Teaching Grammar in the Secondary Classroom

Teaching Children’s Literature: Critical Inquiry to Foster Equity

Chris Proctor and Antero Garcia

Deborah Dean

Detra Price-Dennis

ISBN 9780814186305

ISBN 9780814186275

ISBN 9780814186299

NCTE Members Save Up to 20%

Building ELA Classroom Culture through Gaming

NEW

Teaching Guided Writing: Scaffolding for Success Lori Oczkus ISBN 9780814186282

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

Jan Burkins and Kim Yaris

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

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 | customerservice@ncte.org 5

PRINCIPLES IN PRACTICE IMPRINT

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.

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 Imprint Editor: Cathy Fleischer

In the Pursuit of Justice

Available June 2020

Students’ Rights to Read and Write in Elementary School Mariana Souto-Manning, editor

NEW

Promoting equitable, inclusive, and plural understandings of literacy, Mariana SoutoManning and eight New York City public school teachers explore how elementary teachers can welcome into their classrooms the voices, values, language practices, stories, and experiences of their students who have been minoritized by dominant curricula, cultivating reading and writing experiences that showcase children’s varied skills and rich practices.

Readers are invited to enter classrooms where teachers have engaged with the principles detailed in two NCTE position statements—NCTE Beliefs about the Students’ Right to Write and The Students’ Right to Read—as a right, in the pursuit of justice. Collectively, their experiences show that when teachers view the communities their students come from as assets to and in school, children not only thrive academically, but they also gain confidence in themselves as learners and develop a critical consciousness. Together, stepping into their power, they seek to right historical and contemporary wrongs as they commit to changing the world.

128 pp. | 2020 | Grades K–5 | ISBN 9780814148204 $23.96 member/$29.99 nonmember ebook: ISBN 9780814148211

Writing Can Change Everything

Available June 2020

Middle Level Kids Writing Themselves into the World

NEW

Shelbie Witte, editor Identifying writing as central to what makes us human, editor and teacher educator Shelbie Witte has gathered a diverse group of middle school teacher-writers who open widely the doors of their classrooms to share their approaches to mentoring, modeling, and facilitating middle level writers as they explore their places within our world. Early adolescents might be physically and emotionally in flux, but they are also multidimensional, multitalented creatures of curiosity, always pushing the boundaries of discovery and possibility.

The seven educators whose classrooms are showcased in this book know that being a writer is being part of the world, and they lead their students toward the understanding that writing makes a difference, both in their own lives and in the broader world. Writing Can Change Everything invites all of us to consider how the principles outlined in NCTE’s Professional Knowledge for the Teaching of Writing position statement weave throughout the best practices on display as students write through creative self-expression, narrative, inquiry, and project-based learning.

118 pp. | 2020 | Grades 6–8 | ISBN 9780814174876 $22.36 member/$27.99 nonmember ebook: ISBN 9780814174883 6

NCTE Members Save Up to 20%

Restorative Justice in the English Language Arts Classroom Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred

“A transformative book. If this book is on your to-read list, move it to the top!”

—Jessica Ann (Twitter: @Varizey) 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

Adventurous Thinking Fostering Students’ Rights to Read and Write in Secondary ELA Classrooms Mollie V. Blackburn, editor Focusing on high school English language arts classes, Adventurous Thinking draws 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, former director of NCTE’s Intellectual Freedom Center. The closing essay reflects on provocative curriculum and pedagogy, criticality, community, and connections.

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

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PRINCIPLES IN PRACTICE IMPRINT Becoming Writers in the Elementary Classroom Visions and Decisions Katie Van Sluys This book illustrates how teachers of elementaryage 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

Going Public with Assessment

Students and Teachers Responding to the Texts of Their Lives 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

A Community Practice Approach

Writing Instruction in the Culturally Relevant Classroom

Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis

Maisha T. Winn and Latrise P. Johnson

Veteran educators Pierce and Ordoñez-Jasis share classroom vignettes, strategies, and resources for “going public” with literacy assessment through teacher collaboration with colleagues, families, and 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 have up-close and personal experiences with how assessments impact their students. 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

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Writing in the Dialogical Classroom

NCTE Members Save Up to 20%

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

Teaching Reading with YA Literature Complex Texts, Complex Lives 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

Real-World Literacies Disciplinary Teaching in the High School Classroom Heather Lattimer

“Real-World Literacies is a really amazing resource! Great connections, great resources, and great advice for teachers and schools! “ —Jeffrey Austin, Department Chair/ Writing Center Director, Skyline High School, Ann Arbor, MI. Our highly technological and connected world needs people capable of creative, innovative, and imaginative thinking that crosses disciplines. Why 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.

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

Doing and Making Authentic Literacies Linda Denstaedt, Laura Jane Roop, and Stephen Best 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?

Through 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 toward true disciplinary literacy.

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.

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

139 pp. | 2014 | Grades 9–12 | ISBN 9780814112199 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112182

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PRINCIPLES IN PRACTICE IMPRINT 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

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NCTE Members Save Up to 20%

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

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 | customerservice@ncte.org 11

CULTURE & IDENTITY Toward Culturally Sustaining Teaching Early Childhood Educators Honor Children with Practices for Equity and Change

Available July 2020

NEW

Kindel Turner Nash, Crystal Polite Glover, and Bilal Polson, editors Demonstrating equitable practices and strategies that move toward culturally sustaining teaching such as translanguaging, explorations of children’s literature, alternative modes of literacy assessment, photography and arts integration, studentdriven poetry units, and more, this book shares the stories of four teacher-teacher dyads who worked together across university-school contexts to study, generate, and evaluate culturally relevant and sustaining literacy practices in early childhood classrooms across the country.

Highlighting the voices and roles of children, families, community members, and teachers of Color, this book suggests new ways for all teachers to build and sustain relationships that are relevant and work toward being sustaining; and anticipates and offers solutions for challenges that arise in these contexts. Insightful and instructive, the narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, children, and their families and communities.

This book offers a timely resource for preservice teachers, teachers, scholars, faculty, and graduate students in language and literacy education, early childhood education, and culturally relevant, responsive, and sustaining teaching.

NCTE-Routledge Research Series.

168 pp. | 2020 | Grades PreK–2 | ISBN 9780815363774 $47.95 member/nonmember

Transforming Literacy Education for Long-Term English Learners

NEW

Recognizing Brilliance in the Undervalued Maneka Deanna Brooks Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as “learning English” in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population.

By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development.

Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs. NCTE-Routledge Research Series.

112 pp. | 2020 | Grades 9–College | ISBN 9781138558113 $44.95 member/nonmember

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NCTE Members Save Up to 20%

GRAMMAR More Grammar to Get Things Done Daily Lessons for Teaching Grammar in Context Darren Crovitz and Michelle D. Devereaux Complementing Crovitz and Devereaux’s successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Through applied practice in real-world contexts, the authors explain how to develop students’ mastery of grammar and answer difficult questions about usage, demonstrating how grammar acts as a tool for specific purposes in students’ lives. Accessibly written and organized, the book provides ten adaptable activity guides for each concept, illustrating instruction from a use-based perspective. Middle and high school preservice and inservice English teachers will gain confidence in their own grammar knowledge and learn how to teach grammar in ways that are uniquely accessible and purposeful for students. Routledge and NCTE. 168 pp. | 2019 | Grades K–12 | ISBN 9780367194819 $28.95 member/$35.95 nonmember

Grammar to Get Things Done A Practical Guide for Teachers Anchored in Real-World Usage 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.

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.

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

232 pp. | 2016 | Grades K–12 | ISBN 9781138683709 $27.95 member/$34.95 nonmember

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WRITING The Reader Response Notebook Teaching toward Agency, Autonomy, and Accountability Ted Kesler 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

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

The Writing Workshop Working through the Hard Parts (And They’re All Hard Parts) Katie Wood Ray, with Lester L. Laminack 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

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K–12 Strategic Writing

Speak for Yourself

The Writing Process and Beyond in the Secondary English Classroom, Second Edition

Writing with Voice

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

Susanne Rubenstein

“A gem! The memoir writing chapter has fantastic low-stakes prompts and mentor text ideas. The whole book is an artful and compelling case for teaching voice.”

—Elizabeth Woo, English teacher, Carondelet High School, Concord, CA 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

Teaching, Writing, and Being

Lesson Plans for Teaching Writing

Deborah Dean

Chris Jennings Dixon, editor

Genre Theory 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.

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

119 pp. | 2008 | Grades 9–12 | ISBN 9780814118412 $22.36 member/$27.99 nonmember

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WRITING Continuing the Journey 2 Becoming a Better Teacher of Authentic Writing 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

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)

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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

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

Writing Together Ten Weeks Teaching and Studenting in an Online Writing Course 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

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

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. 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

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WRITING Teaching Writing Online How and Why Scott Warnock

“Using this book is a way for those who have never been ‘inside’ an OW course to experience what that’s like.”

—Lisa Dush, Associate Professor of Writing, Rhetoric, and Discourse, DePaul University, Chicago, IL

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 ● 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

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

ONLINE LEARNING

Looking for some inspiration?

Spend time learning from thoughtful NCTE members, authors, and experts, all from the comfort of your home. Online professional learning resources are designed to be engaging and practical across a variety of context and roles, including such timely topics as Easing Your Transition to Teaching Writing Online.

You deserve a differentiated experience just as much as your students do.

www.ncte.org/online-learning

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WRITING/COMPOSITION Cross-Talk in Comp Theory A Reader, Third Edition Victor Villanueva and Kristin L. Arola, editors 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 quick movement of the paradigm—from the personal computer to local-area networks to the rise of social networking—suggests the need to recall the talk and the cross-talk concerning computers and their products for composition.

The award-winning Villanueva and his coeditor Arola have dropped nine essays from the second edition, reoriented others into new sections, and added eight new essays, including six in the new technology section, “Virtual Talk: Composing beyond the Word.”

Amid these changes, 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 and Richard Ohmann.

This edition also incorporates texts by key names within comp’s conversations on technology, including Adam Banks, Cynthia Selfe, and Kathleen Blake Yancey. The result is a collection that continues to provide new and experienced teachers and scholars with indispensable insights into the challenges, controversies, and ever-shifting currents within our rich and ever-evolving field.

899 pp. | 2011 | College | ISBN 9780814109779 $39.96 member/$49.99 nonmember

Just Theory An Alternative History of the Western Tradition David B. Downing Just Theory offers an alternative history of critical theory in the context of the birth and transformation of the Western philosophical tradition. But rather than providing a summary survey, it situates the production of theoretical texts within the geopolitical economy of just two pivotal cultural turns: Cultural Turn 1 (roughly 450–350 BCE) looks at the Platonic revolution, during which a new philosophic, universalist, and literate discourse emerged from what had long been an oral culture; Cultural Turn 2 (roughly 1770–1870) investigates the Romantic revolution and its nineteenth-century aftermath up to the Paris Commune. While focusing on the quest for social justice, David B. Downing situates the two cultural turns within deep time: Cultural Turn 1 gave birth to the Western philosophical tradition during the Holocene; Cultural Turn 2 witnessed the beginnings of the shift to the Anthropocene when the Industrial Revolution and the fossil fuel age began to alter our complex biospheres and geospheres. As described in the epilogue, the aftereffects of Western metaphysics have dramatically shaped our twenty-first-century world, especially for teachers and scholars in English and the humanities.

459 pp. | 2019 | College | ISBN 9780814125304 $39.96 member/$49.99 nonmember ebook: ISBN 9780814125328

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COMPOSITION Immigrant Scholars in Rhetoric, Composition, and Communication Memoirs of a First Generation Letizia Guglielmo and Sergio C. Figueiredo, editors This collection of essays shares the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric. In addition to exploring how literacy is always complex, situational, and influenced by multiple and diverse identities, individual essays narrate the ways in which teacher-scholars negotiate multiple identities and liminal spaces, while often navigating insider/outsider status as students, teachers, and professionals.

Extending current and ongoing conversations within the field, contributors consider how these experiences shape their individual literacies and understanding of literacy; how their literacy experiences lie at the intersections of gender, race, class, and public policy; and how these experiences often provide the motivation to pursue an academic career in rhetoric, composition, and communication.

195 pp. | 2019 | College | ISBN 9780814117392 $27.96 member/$34.99 nonmember ebook: ISBN 9780814117408

Bootstraps

Strategies for Teaching First-Year Composition

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 socioand psycholinguistic theory, and the writings of Gramsci and Freire, among others.

David H. Russell Award for Distinguished Research in the Teaching of English 151 pp. | 1993 | College | ISBN 9780814103777 $23.96 member/$29.99 nonmember

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

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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 meaning-making 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.

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

2019 Conference on College Composition and Communication (CCCC) Outstanding Book Award in the Edited Collection category 386 pp. | 2017 | Grades 9–College | ISBN 9780814110638 $31.96 member/$39.99 nonmember ebook: ISBN 9780814110645

Teaching Phonics in Context David Hornsby and Lorraine Wilson

Literary Terms A Practical Glossary Brian Moon 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.

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

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.

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.

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

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CONTENT AREA LITERACY Continuing the Journey

Reading Challenging Texts

Becoming a Better Teacher of Literature and Informational Texts

Layering Literacies through the Arts

Leila Christenbury and Ken Lindblom

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.

Aimed at accomplished veteran teachers, Continuing the Journey offers practical advice, encouragement, and cutting-edge ideas for today’s English classroom. Coauthors Christenbury and 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

James S. Chisholm and Kathryn F. Whitmore

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

Making Curriculum Pop Developing Literacies in All Content Areas Pam Goble and Ryan R. Goble

Reading for Learning Using Discipline-Based Texts to Build Content Knowledge Heather Lattimer

From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s media-rich 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 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.

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 full-color reproducible student forms. Free Spirit Publishing and NCTE.

159 pp. | 2010 | Grades 5–10 | ISBN 9780814108437 $23.96 member/$29.99 nonmember

213 pp. | 2016 | Grades 6–12 | ISBN 9781631980619 $39.99 member/nonmember

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LITERATURE

Workshopping the Canon Mary E. Styslinger

“Workshopping the Canon has made me have so many ‘Aha Moments.’ If you are an ELAR teacher, you should read this!”

—Shawna Easton, 8th-Grade ELAR teacher, Rogers Middle School, Prosper, TX

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

Engaging American Novels Lessons from the Classroom Joseph O. Milner and Carol A. Pope, editors 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

● Bless Me, Ultima ● Adventures of Huckleberry Finn ● Their Eyes Were Watching God ● To Kill a Mockingbird 390 pp. | 2011 | Grades 9–12 | ISBN 9780814113585 $31.96 member/$39.99 nonmember

Stories Matter The Complexity of Cultural Authenticity in Children’s Literature Dana L. Fox and Kathy G. Short, editors This collection highlights important historical events, current debates, and new questions and critiques in the controversial issue of cultural authenticity in children’s literature. Contributors include © Susan Guevara 2000 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.

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

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YA LITERATURE & LITERACY A Symphony of Possibilities A Handbook for Arts Integration in Secondary English Language Arts 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

Teaching YA Lit through Differentiated Instruction Susan L. Groenke and Lisa Scherff 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

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Teaching Reading with YA Literature Complex Texts, Complex Lives 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

Say Yes to Pears Food Literacy in and beyond the English Classroom Joseph Franzen and Brent Peters

“Joe and Brent’s passion for edible education shines in this amazingly comprehensive book!”

—Alice Waters, owner of Chez Panisse Restaurant and founder of the Edible Schoolyard Project

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.

179 pp. | 2019 | Grades 9–12 | ISBN 9780814142417 $27.96 member/$34.99 nonmember ebook: ISBN 9780814142424

Developing Contemporary Literacies through Sports A Guide for the English Classroom Alan Brown and Luke Rodesiler, editors 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.

Teaching Climate Change to Adolescents Reading, Writing, and Making a Difference 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

253 pp. | 2016 | Grades 6–12 | ISBN 9780814110959 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110966

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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

OTHER TITLES IN THIS SERIES INCLUDE:

Literature for the High School Classroom

Alice Walker in the Classroom

Rachel Endo

“Thank you, NCTE, for publishing this important volume of literature!”

—Tricia Ebarvia, cofounder of #DisruptTexts, Berwyn, PA

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.

73 pp. | 2000 | Grades 9–12 ISBN 9780814101148

Sherman Alexie in the Classroom

161 pp. | 2018 | Grades 9–12 | ISBN 9780814122983 ebook: ISBN 9780814123003

“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

The Great Gatsby in the Classroom

Raymond Carver 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 inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird.

“A Small, Good Thing” Susanne Rubenstein

119 pp. | 2005 | Grades 9–12 ISBN 9780814138311

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

Judith Ortiz Cofer in the Classroom

“A Woman in Front of the Sun” Carol Jago 82 pp. | 2006 | Grades 9–12 ISBN 9780814125359

Sandra Cisneros in the Classroom

121 pp. | 2009 | Grades 9–12 | ISBN 9780814125519

“Do not forget to reach” Carol Jago

Zora Neale Hurston in the Classroom

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

“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

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“Living by the Word” Carol Jago

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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

SHAKESPEARE Bring on the Bard Active Drama Approaches for Shakespeare’s Diverse Student Readers Kevin Long and Mary T. Christel As Shakespeare remains a staple of English language arts curricula, evolving standards challenge teachers to put students—not a text—at the center of a reading experience in order to support diverse readers and learners. Active drama approaches position students to engage with a rich text through low-risk speaking and improvisation activities as a part of any ELA classroom. The Folio Technique builds on those activities and introduces students to the clues Shakespeare built into his text that allow actors to efficiently understand their characters’ text, context, and subtext. Teachers can use excerpts from the First Folio of 1623 along with a mass market paperback or digital edition of a play to get closer to Shakespeare’s intentions and to explore the challenges the Bard’s modern editors face. This text offers suggestions for using parallel text, graphic, and abridged editions of Shakespeare’s works as well as activities using “cue scripts” and a variety of viewing experiences.

244 pp. | 2019 | Grades 9–12 | ISBN 9780814103821 $27.96 member/$34.99 nonmember ebook: ISBN 9780814103838

Reading Shakespeare Film First Mary Ellen Dakin 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.

Reading Shakespeare with Young Adults 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

Teaching Romeo and Juliet A Differentiated Approach Delia DeCourcy, Lyn Fairchild, and Robin Follet 308 pp. | 2007 | Grades 7–12 ISBN 9780814101124 $30.36 member/$37.99 nonmember

Teaching Julius Caesar A Differentiated Approach Lyn Fairchild Hawks 219 pp. | 2010 | Grades 7–12 ISBN 9780814151082 $27.96 member/$34.99 nonmember

179 pp. | 2012 | Grades 9–12 | ISBN 9780814139073 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139080

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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

See the entire CONTINUING THE JOURNEY series!

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Poetry of Place Helping Students Write Their Worlds 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.

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

Getting the Knack 20 Poetry Writing Exercises 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

Teaching Poetry in High School 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

Wordplaygrounds Reading, Writing, and Performing Poetry in the English Classroom John S. O’Connor

“Wow, so good! I keep thinking ‘How has this book escaped my notice all these years!’”

—Brett Vogelsinger, English teacher, Holicong Middle School, Doylestown, PA

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

For more NCTE poetry resources, visit http://www2.ncte.org/resources/poetry/

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LANGUAGE & LITERACY Making Middle School

NEW

Cultivating Critical Literacy and Interdisciplinary Learning in Maker Spaces Steve Fulton and Cynthia D. Urbanski

Making Middle School is the story of eighth-grade English teacher Steve Fulton and science teacher Tiffany Green’s explorations of the intersections between critical literacy and science through maker spaces alongside their students. Steve and Tiffany, with thinking partner Cindy Urbanski, use the idea of make to center student learning in their classrooms as well as to democratize learning, back-loading English and science standards while front-loading the current focus on STEAM. Making— following one’s own desire to create—is based on principles of connected learning, where students work in community to challenge themselves, to be creative, and to wonder about their world. Making represents a pathway directed by the learner and allowed to unfold organically, without a scripted route or destination. By looking up close at the real work of teachers and students, Fulton and Urbanski illustrate the rich and real applications of a make-based approach in today’s middle school classrooms.

128 pp. | 2020 | Grades 6–8 | ISBN 9780814130667 $22.36 member/$27.99 nonmember ebook: ISBN 9780814130674

Continuing the Journey 3 Becoming a Better Teacher of Language, Speaking, and Listening Ken Lindblom and Leila Christenbury In this third book in the Continuing the Journey series, aimed at veteran teachers yet accessible to highly capable early career teachers, Ken Lindblom and Leila Christenbury explore teaching English language, speaking, and listening. Drawing on contemporary and foundational research to infuse classrooms with substance and energy, the authors focus on authentic assignments with real-world value. As an added benefit, teachers and scholars from across the country add their voices and experiences in the ideal Teachers’ Lounge, providing important and diverse perspectives and advice.

Topics in this volume include: ● Understanding and teaching language change and attention to

culture ● Fostering audience-responsive communication ● Addressing today’s challenges for in-person and technology-enabled

speaking ● Encouraging and assessing respectful talk and multimedia

communication ● Managing heated conversations ● Grasping why deep listening may be a lost art, and how we can

recover it Packed with classroom-ready approaches, provocative ideas, encouraging insights, as well as the authors’ anecdotes and asides, this book will entertain, educate, and inspire teachers who take seriously the importance of language, speaking, and listening in today’s dynamic world.

181 pp. | 2019 | Grades 9–12 | ISBN 9780814108642 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108659 30

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Discussion Pathways to Literacy Learning 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

Available June 2020

Linguistic Justice Black Language, Literacy, Identity, and Pedagogy

NEW

April Baker-Bell Bringing together theory, research, and practice to dismantle anti-Black linguistic racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts.

To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. NCTE-Routledge Research Series.

128 pp. | 2020 | Grades K–12 | ISBN 9781138551022 $44.95 member/nonmember

Code-Switching

Code-Meshing as World English

Teaching Standard English in Urban Classrooms

Pedagogy, Policy, Performance

Rebecca S. Wheeler and Rachel Swords

Vershawn Ashanti Young and Aja Y. Martinez, editors The original essays in this collection offer various perspectives on why code-meshing—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.”

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

Foreword by John R. Rickford Code-Switching focuses on building on the linguistic knowledge that children bring to school and advocates the use of “codeswitching” 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 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 To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 31

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.

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

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.

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-akind 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.

329 pp. | 2004 | Grades 9–College | ISBN 9780814139097 $30.36 member/$37.99 nonmember

Winner of the inaugural Excellence in Graphica in Education Award 164 pp. | 2007 | Grades 7–12 | ISBN 9780814103920 $23.96 member/$29.99 nonmember

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PROFESSIONAL LEARNING & SUPPORT

Letting Go How to Give Your Students Control over Their Learning in the English Classroom Meg Donhauser, Cathy Stutzman, and Heather Hersey 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

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 standalone 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 steppingstones 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

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PROFESSIONAL LEARNING & SUPPORT

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

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

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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

https://cccc.ncte.org/cccc/swr

Writing Programs, Veterans NEW Studies, and the Post-9/11 University A Field Guide D. Alexis Hart and Roger Thompson D. Alexis Hart and Roger Thompson offer rich academic inquiry into the idea of “the veteran” as well as into ways that veteran culture has been fostered or challenged in writing classrooms, in writing centers, and in college communities more generally. Presenting a more nuanced approach to understanding “the veteran” leads not only to more useful research, but also to more wide-ranging and significant scholarship and community engagement.

Such an approach recognizes veterans as assets to the college campus, encourages institutions to customize their veterans programs and courses, and leads to more thoughtful engagement with veterans in the writing classroom.

178 pp. | 2020 | College | ISBN 9780814175057 $27.96 member/$34.99 nonmember ebook: ISBN 9780814175064

Beyond Progress in the Prison Classroom Options and Opportunities Anna Plemons Plemons suggests that a truly decolonial turn in composition cannot be achieved as long as economic logics and rhetorics of individual transformation continue to be the default currency for ascribing value in prison writing programs specifically and in out-of-school writing communities more generally. Indigenous scholarship provides the theoretical basis for the proposed intervention in the ways that it both pushes back against individualized, economic assessments of value and describes design principles for research and pedagogy that are respectful, reciprocal, and relational.

187 pp. | 2019 | College | ISBN 9780814134658 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134665

OTHER TITLES IN THIS SERIES INCLUDE: Translanguaging outside the Academy

Negotiating Rhetoric and Healthcare in the Spanish Caribbean Rachel Bloom-Pojar 157 pp. | 2018 | College | ISBN 9780814139929 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139936

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

Inside the Subject

A Theory of Identity for the Study of Writing Raúl Sánchez 127 pp. | 2017 | College | ISBN 9780814123454 $22.36 member/$27.99 nonmember ebook: ISBN 9780814123478

Public Pedagogy in Composition Studies Ashley J. Holmes

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

On Multimodality

New Media in Composition Studies Jonathan Alexander and Jacqueline Rhodes 2015 CCCC Outstanding Book Award 232 pp. | 2014 | College | ISBN 9780814134122 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134139

Rhetoric of Respect

Recognizing Change at a Community Writing Center Tiffany Rousculp 2016 IWCA Outstanding Book/Major Work Award 200 pp. | 2014 | College | ISBN 9780814141472 $27.96 member/$34.99 nonmember ebook: ISBN 9780814141496

The Desire for Literacy

Writing in the Lives of Adult Learners Lauren Rosenberg 185 pp. | 2015 | College | ISBN 9780814110812 $27.96 member/$34.99 nonmember ebook: ISBN 9780814110829

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 35

CCCC STUDIES IN WRITING & RHETORIC SERIES Counterstory

Available June 2020

The Rhetoric and Writing of Critical Race Theory

NEW

Aja Y. Martinez Humanities scholar Aja Y. Martinez makes a compelling case for counterstory as methodology in rhetoric and writing studies through the wellestablished framework of critical race theory (CRT), reviewing first the counterstory work of Richard Delgado, Derrick Bell, and Patricia J. Williams, whom she terms counterstory exemplars. Arguing that counterstory provides opportunities for marginalized voices to contribute to conversations about dominant ideology, Martinez applies racial and feminist rhetorical criticism to the rich histories and theories established through counterstory genres, all the while demonstrating how CRT theories and methods can inform teaching, research, and writing/publishing of counterstory.

175 pp. | 2020 | College | ISBN 9780814108789 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108796

Rhetorics Elsewhere and Otherwise 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

Black Perspectives in Writing Program Administration From the Margins to the Center Staci M. Perryman-Clark and Collin Lamont Craig, editors “Essential reading for all writing program administrators.

Get your copy ASAP!” —Paula Patch, VP, Council of Writing Program Administrators and Senior Lecturer in English, Elon University, Elon, NC

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

OTHER TITLES IN THIS SERIES INCLUDE: Redesigning Composition for Multilingual Realities

Jay Jordan 165 pp. | 2012 | College | ISBN 9780814139660 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139691

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

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

From Boys to Men

Rhetorics of Emergent American Masculinity Leigh Ann Jones 147 pp. | 2016 | College | ISBN 9780814103753 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103760

Freedom Writing

African American Civil Rights Literacy Activism, 1955–1967 Rhea Estelle Lathan 143 pp. | 2015 | College | ISBN 9780814117880 $23.96 member/$29.99 nonmember ebook: ISBN 9780814117897

Toward a New Rhetoric of Difference

Stephanie Kerschbaum 2015 CCCC Advancement of Knowledge Award 187 pp. | 2014 | College | ISBN 9780814154953 $27.96 member/$34.99 nonmember ebook: ISBN 9780814154915

After Pedagogy

The Experience of Teaching Paul Lynch 208 pp. | 2013 | College | ISBN 9780814100875 $27.96 member/$34.99 nonmember ebook: ISBN 9780814100882

36

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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

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 LLA, Literacies and Languages for All, 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: Patricia C. Paugh, University of Massachusetts, Boston, and Sherry Sanden, Illinois State University, Normal

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 37

NCTE JOURNALS

English Leadership Quarterly English Leadership Quarterly, a publication of the Conference on English Leadership (CEL), helps department chairs, K–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: Malea Powell, Michigan State University, East Lansing

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 Alexander, Jonathan

5

Follet, Robin

27

Lindblom, Ken

35

16, 22, 30

Sanden, Sherry

37

Fox, Dana L.

23

Long, Kevin

27

Sarigianides, Sophia Tatiana 9

Alfred, Rita Renjitham

7

Franzen, Joseph

25

Lutkewitte, Claire

18

Scherff, Lisa

Alvarez, Steven

11

Fulton, Steve

30

Lynch, Paul

36

Schleppegrell, Mary

Applebee, Arthur N.

17

Galin, Jeffrey R.

17

Macro, Katherine J.

24

Seawright, Leslie

Arola, Kristin L.

19

Garcia, Antero

4

Martinez, Aja Y.

Baca, Damián

36

García, Romeo

36

Matsuda, Paul Kei

Baker-Bell, April

31

Gardner, Traci

16

Baldwin, Anna E.

26

Gasiewski, Diana

17

Bass, William L. II

10

Gibbons, Louel C.

26

Bazerman, Charles

17

Gilliland, Betsy

11

Beach, Richard

25

Gilmore, Barry

26

Benjamin, Amy

13

Glover, Crystal Polite

12

Miller, Susan K.

20

Souto-Manning, Mariana

Berninger, Virginia W.

17

Goble, Pam

22

Milner, Joseph O.

23

Stafford, William

29

Best, Stephen

9

Goble, Ryan R.

22

Moon, Brian

21

Stornaiuolo, Amy

38

Blackburn, Mollie V.

7

Golden, John

32

Murphy, Sandra

17

Strain, Margaret M.

33

Nash, Kindel Turner

12

Stutzman, Cathy

33

Blau, Sheridan

16, 21

Graham, Hannah

7

17 36

Share, Jeff

25

17

Shea, Renée H.

26

McCann, Thomas M.

30

Short, Kathy G.

23

McComiskey, Bruce

34

Sibberson, Franki

10

McElroy, Stephen J.

36

Simos, Elaine

38

McNair, Jonda

37

Smagorinsky, Peter

Melzer, Dan

17

Somers, Albert B.

6

35

Graham, Steve

Brandt, Deborah

17

Groenke, Susan L.

24

O’Connor, John S.

Brooks, Maneka Deanna

12

Gross, Melissa

21

Oczkus, Lori

4

Swords, Rachel

31

Brooks, Wanda

37

Guglielmo, Letizia

20

Ordoñez-Jasis, Rosario

8

Tarabochia, Sandra L.

35

Brown, Alan

25

Hart, D. Alexis

35

Ortmeier-Hooper, Christina 11

Thomas, Ebony Elizabeth 38

Bruce, Heather E.

26

Hassel, Holly

38

Orzulak, Melinda J. McBee 11

Thompson, Roger

28

Haussamen, Brock

13

Pantoja, Veronica

20

Tinberg, Howard

Hawks, Lyn Fairchild

27

Paugh, Patricia C.

37

Turner, Kristen Hawley

10

Hermsen, Terry

29

Pella, Shannon

11

Umphrey, Christabel

26

33

Penniman, Bruce M.

34

Urbanski, Cynthia D.

30

Buehler, Jennifer

5, 9, 24

Burkins, Jan

5

Nosek, Christina

5 29

Bloom-Pojar, Rachel

Buckley, Eileen Murphy

17

31, 36

24

5

Styslinger, Mary E.

23

29

Sullivan, Patrick M.

16, 21

Campano, Gerald

38

Hersey, Heather

Carter, James Bucky

32

Hicks, Troy

10

Perryman-Clark, Staci M. 36

Van Sluys, Katie

Chisholm, James S.

22

Holmes, Ashley J.

35

Peters, Brent

Vaughn, Kyle

Christel, Mary T.

27

Holt, Mara

36

Petrone, Robert

Christenbury, Leila 16, 22, 30

Hornsby, David

21

Costanzo, William V.

32

Ianetta, Melissa

38

Plemons, Anna

17

Jago, Carol

26

Cox, Michelle Craig, Collin Lamont

36

Pierce, Kathryn Mitchell

25 9

Villanueva, Victor

8

Waggoner, Eric

35 16, 21

8 28 19, 20 20

35

Walter, Carolyn Calhoun 16, 30

Polson, Bilal

12

Warnock, Scott

Jeffery, Jill V.

17

Pope, Carol A.

23

Webb, Allen

17, 18

16

Potter, Rebecca C.

33

Webb, Karen Schuster

Powell, Malea

38

Wheeler, Rebecca S.

25

Crovitz, Darren

13

Johannessen, Larry R.

Dakin, Mary Ellen

27

Johnson, Latrise P.

4, 5, 15

Johnson, Tara Star

37

Price-Dennis, Detra

4

Whitmore, Kathryn F.

22

Jones, Leigh Ann

36

Proctor, Chris

4

Wilchek, Deborah L.

26

36

Ray, Katie Wood

14

Wilcox, Kristen Campbell 17

Redd, Teresa M.

31

Williams, Carmaletta M.

Dean, Deborah DeCourcy, Delia Denstaedt, Linda

27 9

Jordan, Jay

8

Devereaux, Michelle D.

13

Kahn, Elizabeth A.

Dixon, Chris Jennings

15

Kajder, Sara

37

Rhodes, Jacqueline

35

Wilson, Lorraine

Donhauser, Meg

33

Kaplan, Alexander

26

Rodesiler, Luke

25

Winn, Maisha T.

Dowling, David

26

Kerschbaum, Stephanie 36

Rodríguez, R. Joseph

37

Wissman, Kelly

Downing, David B.

19

Kesler, Ted

14

Roen, Duane

20

Witte, Shelbie

Dunning, Stephen

29

Kolln, Martha

13

Roop, Laura Jane

Emert, Toby

37

Laminack, Lester L.

14

Rosenberg, Lauren

35

Yaris, Kim

Endo, Rachel

26

Latham, Don

21

Rousculp, Tiffany

35

Yates, Kari

Fairchild, Lyn

27

Lathan, Rhea Estelle

Rowe, Deborah Wells

17

Yena, Lauren

Fecho, Bob Figueiredo, Sergio C.

8 20

Lattimer, Heather Lewis, Mark A.

16, 30

36 9, 22 9

9

31 13, 31

26 21 7, 8 37

6, 21, 37

Yancey, Kathleen Blake

36 5 5 20

Rubenstein, Susanne 5, 15, 26

Young, Vershawn Ashanti 31

Sánchez, Raúl

Zoss, Michelle

35

24

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 39

TITLE INDEX 360 Degrees of Text Adventurous Thinking

28

The Great Gatsby in the Classroom

7

Immigrant Scholars in Rhetoric, Composition, and Communication

After Pedagogy

36

Alice Walker in the Classroom

26

Amy Tan in the Classroom

26

Assembling Composition

36

Becoming Writers in the Elementary Classroom

8

Beyond Progress in the Prison Classroom 35 Beyond “Teaching to the Test”

11

26 20

The Incarceration of Japanese Americans in the 1940s 26 Inside the Subject In the Pursuit of Justice

35 6

Judith Ortiz Cofer in the Classroom

26

Just Theory

19

Langston Hughes in the Classroom

26

Language Arts

37

Black Perspectives in Writing Program Administration

36

Lesson Plans for Teaching Writing

15

Bootstraps

20

Letting Go

33

Bring on the Bard

27

The Lifespan Development of Writing

17

Building Literacy Connections with Graphic Novels

32

Lightning Paths

28

Linguistic Justice

31

Literacy Engagement through Peritextual Analysis

21 5

Building ELA Classroom Culture through Gaming (QRG)

4

Building the English Classroom

34

Code-Meshing as World English

31

Literacy Instruction for Students Living with Trauma (QRG)

Code-Switching

31

Literary Terms

21

Making Curriculum Pop

22

Making Middle School

30

Collaborative Learning as Democratic Practice

36

College Composition and Communication 38 38

Mobile Technologies and the Writing Classroom

Community Literacies en Confianza

11

More Grammar to Get Things Done

Conferring with Readers (QRG)

5

Next Generation Guided Reading (QRG)

College English

Connected Reading

10

Continuing the Journey

22

Continuing the Journey 2

16

Continuing the Journey 3

30

Counterstory

36

Cross-Talk in Comp Theory, 3rd ed.

19

Deep Reading

21

Degree of Change

33

Designing Writing Assignments

16

The Desire for Literacy

35

Developing Contemporary Literacies through Sports

25

Digital Reading

10

Discussion Pathways to Literacy Learning 30 Doing and Making Authentic Literacies

9

Engaging American Novels

23

English Education

37

English Journal

37

English Leadership Quarterly

38

English Studies

34

Freedom Writing

36

From Boys to Men

36

Genre of Power

36

Genre Theory

15

Getting the Knack

29

26

Speak for Yourself

15

Stories Matter

23

Strategic Writing, 2nd ed.

15

Strategies for Teaching First-Year Composition

20

Sustainable WAC

17

A Symphony of Possibilities

24

Talking Points

37

A Teacher’s Introduction to African American English

31

Teaching Children’s Literature: Critical Inquiry to Foster Equity (QRG)

4

Teaching Climate Change to Adolescents 25 Teaching English in the Two-Year College 38 Teaching Grammar in the Secondary Classroom (QRG)

4

Teaching Guided Writing: Scaffolding for Success (QRG)

4

Teaching Julius Caesar

27

Teaching Phonics in Context

21

Teaching Poetry in High School

29

Teaching Reading Art Lessons (QRG)

5

Teaching Reading with YA Literature (QRG) 5

13

Teaching Reading with YA Literature

5

Next Generation Independent Reading (QRG)

5

Next Generation Read Aloud (QRG)

5

Next Generation Scaffolding & Gradual Release of Responsibility (QRG)

5

Next Generation Shared Reading (QRG)

5

Nikki Giovanni in the Classroom

26

On Multimodality

35

Poetry of Place

29

Public Pedagogy in Composition Studies 35

9, 24

Teaching Romeo and Juliet Teaching Secondary Writing (QRG)

27 5

Teaching Voice in Secondary Writing (QRG) 5 Teaching Writing Online

18

Teaching YA Lit through Differentiated Instruction

24

Tim O’Brien in the Classroom

26

To Kill a Mockingbird in the Classroom

26

Toward a New Rhetoric of Difference

36

Toward Culturally Sustaining Teaching

12

Raymond Carver in the Classroom

26

Transforming Literacy Education for Long-Term English Learners

The Reader Response Notebook

14

Translanguaging outside the Academy

Reading Challenging Texts

22

Understanding Language

Reading for Learning

22

Unit Design in the ELA Classroom (QRG)

Reading in the Dark

32

Voices from the Middle

Reading in the Reel World

32

What Is “College-Level” Writing? Vol. 2

16

Reading Shakespeare Film First

27

Wondrous Words

14

Reading Shakespeare with Young Adults 27

Wordplaygrounds

29

Real-World Literacies

Workshopping the Canon

23

Writing about Literature, 2nd ed.

16

Writing across Culture and Language

11

Writing Can Change Everything

6

9

Redesigning Composition for Multilingual Realities

36

Reframing the Relational

35

Research in the Teaching of English

38

Restorative Justice in the English Language Arts Classroom 7

8

Rethinking the “Adolescent” in Adolescent Literacy

Grammar Alive!

13

Rhetoric of Respect

35

Grammar to Get Things Done

13

Rhetorics Elsewhere and Otherwise

36

Great Films and How to Teach Them

32

Sandra Cisneros in the Classroom

26

NCTE Members Save Up to 20%

25

Sherman Alexie in the Classroom

18

Going Public with Assessment

40

Say Yes to Pears

9

12 35 11 5 37

Writing Instruction in the Culturally Relevant Classroom

8

Writing in the Dialogical Classroom

8

Writing Programs, Veterans Studies, and the Post-9/11 University

35

Writing Together

17

The Writing Workshop

14

Zora Neale Hurston in the Classroom

26

SONGS OF OURSELVES We’re hard at work planning the NCTE Annual Convention in Denver, November 19–22, where we’ll come together to connect, solve problems, and draw strength from each other.

As we write the next chapters, there is goodness to come.

Our teaching and learning family will emerge stronger than ever!

2020 NCTE ANNUAL CONVENTION Denver, Colorado | November 19-22 http://convention.ncte.org

Nonprofit Org. U.S. Postage PAID 340 N. Neil St., Suite #104 Champaign, IL 61820 1.800.369.6283 | ncte.org

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SONGS OF OURSELVES

2020 NCTE ANNUAL CONVENTION Denver, Colorado | November 19-22

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