Editors: Bernice E. Cullinan and Deborah Wooten

This expanded edition of A Jar of Tiny Stars includes the work of five winners (1997–2009) of NCTE’s Award for Excellence in Poetry for Children.

John S. O’Connor

O’Connor offers new approaches to teaching poetry in middle and high school with more than 25 writing activities that can constitute an entire course or work as individual lessons.

Editor: Bernice E. Cullinan

Young readers from across the country have chosen their favorite Aileen Fisher poems in this marvelous collection.

Editor: Bernice E. Cullinan

This book celebrates ten of the brightest “stars” in children’s poetry, all of whom are recipients of NCTE’s Award for Excellence in Poetry for Children.

Scott Filkins

Scott Filkins brings us into his and colleagues’ classrooms to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. Principles in Practice imprint

Chris Gallagher and Eric Turley

Gallagher and Turley argue for moving assessment to the center of our professional practice, especially if we approach writing assessment through an inquiry framework that allows us to collaborate with students, other teachers, and community members. Principles in Practice imprint

Jeff Williams with Elizabeth Homan and Sarah Swofford

The heart of the book features vignettes of six grade 3–5 classroom teachers from a diverse range of schools, sharing their innovative lesson ideas and showing how they address the CCSS in concert with the deliberate, student-centered teaching and learning choices they already make.

Tonya Perry with Rebecca Manery

This book takes you into the classrooms of middle school and junior high teachers who are meeting the demands of the Common Core State Standards (CCSS) while staying true to their students and to their own knowledge of what constitutes effective, student-centered teaching.

Sarah Brown Wessling with Crystal VanKooten and Danielle Lillge

This book reinforces a focus on student learning by demonstrating ways of addressing the Common Core State Standards in grades 9-12 while also adhering to NCTE principles of effective teaching.

With this updated document, NCTE and IRA reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary is included.

Designed to prepare all K–12 students for the increasing literacy demands of today and tomorrow, Standards for the English Language Arts presents a vision of literacy education that encompasses the use of print, oral, and visual language and addresses six interrelated English language arts: reading, writing, speaking, listening, viewing, and visually representing.

Editor: Kathleen Blake Yancey

Classroom teachers discuss ways to introduce portfolios into the classroom, different models and assessment practices for portfolio projects, and new kinds of collaboration among students and teachers.

Jeffrey D. Wilhelm and Bruce Novak

Wilhelm and Novak challenge business as usual in the language arts. They call for nothing short of a revolution in our understanding of the aims and methods of the English classroom, showing what English can do for democratic life, inside and outside of classrooms.

Bruce Penniman

Writing for English teachers who are overworked and overwhelmed, Bruce Penniman offers personal reflections, classroom anecdotes, teaching materials, and student work while presenting strategies for managing the demands of the secondary English classroom.

Charlene Klassen Endrizzi

Becoming Teammates: Teachers and Families as Literacy Partners describes a three-phase plan for elementary-level teachers to develop literacy partnerships with children’s families.

Rationales for Challenged Books, Volume 2, is a CD-ROM that includes over 100 rationales for commonly taught works to help teachers support their use in the classroom and, if necessary, counter challenges.

Anne Haas Dyson

Elementary school teachers share stories of teaching and learning, testifying to the teachers’ ability to engage young people in active learning—and that difference does make a difference.

The Second-Year Collection covers the 1994–95 school year and offers insights into “Generative Curriculum,” “Conflict Resolution,” Talking and Learning in Classrooms,” and “Children’s Literature for all.”

Jean E. Brown

Through candid personal examples, discussion of philosophical and psychological considerations, and legal precedents, the authors offer insight into how censorship can come about, its impact and repercussions, and the ways it might be fought.

Bob Fecho

Drawing on NCTE Beliefs about the Teaching of Writing, and focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter. Principles in Practice imprint

John T. Crow

This brain-based approach to writing instruction will help you build from the tremendous storehouse of knowledge students already possess about language to help them learn what they need to know about writing.

Judith Rowe Michaels

Teacher-poet Judith Rowe Michaels describes how she refocused her ninth-grade English course to help students explore writing—their own and the assigned literature—as an art form with the same potential for creativity as, say, Web design, filmmaking, or music.

Editors: Kristine Hansen and Christine Farris

This collection explores various options that students have for “taking care of” the first-year college writing requirement, including AP tests, concurrent enrollment/dual-credit courses, the International Baccalaureate diploma, and early college high schools.

Michael F. Graves

Graves presents a comprehensive plan for vocabulary instruction from kindergarten through high school—one broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between.

Laura Robb

This book presents a strategic approach to teaching reading that improves comprehension and thinking.

Susanne Rubenstein

Intended for middle and high school teachers, Go Public! offers specific writing ideas and classroom activities to help students develop the confidence and ability to publish in a wide market.

Anne Haas Dyson

In this book, Dyson aims to provide elementary and early childhood professionals with “a better understanding of the social work of childhood, the ways that social work shapes both oral and written composing, and ways of creating classroom crossroads where worlds can come together and open up to new places.”

Jackie Proett and Kent Gill

This book provides myriad ways to put the writing process into action in the classroom and, more importantly, in students’ lives beyond the limited student/teacher interaction.

Editors: Staci Perryman-Clark, David Kirkland, and Austin Jackson

This critical sourcebook revisits the complexities of one of the most controversial statements in CCCC history.

Editors: Laurie Grobman and Joyce Kinkead

Editors Laurie Grobman and Joyce Kinkead offer a groundbreaking collection of essays that aims to mobilize the profession of English studies to further participate in undergraduate research, which in the past had been reserved for scientific fields.

Editors: Angela Gonzalez, Elizabeth Weiser, and Brian Fehler

This collection of essays about audience awareness from professionals in the English, public relations, and writing fields is based on the work of scholars Lisa Ede and Andrea Lunsford.

Laurie Grobman

Grobman argues that texts by writers of color are multiply inflected hybrids that blur, but do not erase, cultural difference, thereby allowing for multiple intersections of meaning.

Editor: Sid Dobrin

This provocative collection of original essays addresses the efforts of comp programs to clarify that introductory graduate-level comp courses are more than “how-to-teach-writing” courses.

Editors: Lisa Ede and Andrea A. Lunsford

This chronological collection provides a representative sample of Robert J. Connors’s most significant work throughout his twenty-year career.

Chris Gallagher

Persuasively written and thoroughly researched, Radical Departures addresses some big questions: the position of Composition in the academy and its growth as a discipline; the current political climate, with its calls for standardized testing and accountability; the uneasy relationships between faculty in English and English education departments; and the (lack of) cooperation between postsecondary compositionists and P–12 language arts teachers.

Editors: Eileen Schell and Patricia Lambert Stock

How can the academy improve the working conditions of those who teach most of the core curriculum in higher education today: part-time and non-tenure-track faculty? Contributors focus on the field of composition as they address this question in case studies, local narratives, and analyses of models for ethical employment practices.

Anne Herrington and Marcia Curtis

The authors provide insight into the ways that students’ academic and personal uses of writing reflect each other, as well as ways that, in responding to students’ writing, teachers can help as well as hinder these interrelated developmental processes.

Jane Maher

This book is a biography of a leading figure in the field of basic writing and a devoted advocate of Open Admissions.

Anne DiPardo

A Kind of Passport offers a finely textured portrait of one basic writing program’s effort to meet the needs of ethnically underrepresented and academically underprepared students.

Carol D. Lee

Finding ways to build on the language abilities students of diverse cultures bring to school, this book recounts an experiment in helping urban African American high school students to interpret literature by drawing on their own rich oral tradition of “signifying.”

Mary Ellen Dakin

In Reading Shakespeare Film First, Mary Ellen Dakin asserts that we need to read Shakespeare in triplicate—as the stuff of transformative literature, theater, and film. The potential for the mutual reinforcement and transfer of twenty-first-century literacy skills between text and film is too promising for classroom teachers to overlook.

Editors: Joseph O. Milner and Carol A. Pope

This collection focuses on ten frequently taught American novels, both classic and contemporary, that can help promote student engagement.

Editors: April Whatley Bedford and Lettie K. Albright

This collection discusses contemporary issues in children’s literature and offers suggestions, strategies, and resources for teacher educators, teachers, and librarians.

Editor: Jami Carlacio

A collection of essays offering new and experienced teacher-scholars alternative ways to approach Toni Morrison’s fiction and prose in the classroom, focusing on the history of racism and identity and cultural politics.

Carol Jago

Carol Jago offers ways to teach the works of Judith Ortiz Cofer in the high school English classroom.

Joy F. Moss

Moss focuses on literature units structured around read-aloud/think-aloud group sessions in which students collaborate to construct meaning.

Susanne Rubenstein

Rubenstein offers specific, classroom-tested strategies for teaching Raymond Carver’s short stories and poems in the high school English classroom.

Arthur N. Applebee

Applebee provides a scholarly appraisal of the literature curriculum at the middle school and secondary levels, based on a series of field studies examining literature instruction in public and private schools.

Harold A. Vine Jr. and Mark A. Faust

Vine and Faust encourage literature teachers at the high school and college level to empower their students as readers—and meaning-makers—of literature.