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NEWSERIES

English Language Arts

Built on the proven and consistent Gradual Release of Responsibility instructional model, Common Core Progress:

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Make More Progress in Your ClassroomCommon Core Progress is a rigorous supplemental program for grades K–8 that offers instruction and practice for 100% of the Common Core State Standards for English Language Arts.

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The 1970s’ VW Beetle Owner’s Manual found in the glove com-partment of every Bug gave drivers security in knowing that whatever went wrong, there was always a quick � x to get them

back on the road. The Writing Teacher’s Troubleshooting Guide uses the same clear, concise format to offer practical ideas for helping students who may be out of gas, idling for too long, or just plain stuck in a rut.

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KEEP YOUR WRITING WORKSHOP RUNNING SMOOTHLY

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“Here is what I love about this book: It has gobs and gobs of student writing samples with smart and lively explanations of how to use each as the focus of a craft lesson.”

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If ever there were a book to answer every writing need, this is it!

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Resources for Teachers in a Time of Core Standards

NCTE Book SeriesFour books, organized by grade level that feature:• Authentic, useful advice from authors who work in real

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Grades K–2, Susi Long with William Hutchinson and Justine NeiderhiserISBN 978-0-8141-4940-9. No.49409

Grades 3–5, Jeff Williams with Elizabeth Homan and Sarah SwoffordISBN 978-0-8141-4941-6. No. 49416

Grades 6–8, Tonya Perry with Rebecca ManeryISBN 978-0-8141-4942-3. No. 49423

Grades 9–12, Sarah Brown Wessling—2010–11 National Teacher ofthe Year—with Danielle Lillge and Crystal VanKootenISBN 978-0-8141-4944-7. No 49447

NCTEVirtual ConferenceRecordingsFour conferences, organized by gradelevel (K–2, 3–5, 6–8, 9–12)$150 per conference

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page

6

Language Arts, Volume 91 Number 1, September 2013

Editors’ Note: All incoming manuscripts must be submitted through Editorial Manager at www.editorialmanager.com/langarts/default.asp. Identify the issue for which you are submitting in the Editorial Manager “Comments” section. For additional calls, please see http://www.ncte .org/journals/la/call.

Also, we invite submissions that are com-mentaries of 350 words or fewer (in addition to our more traditional submissions of research studies, literature reviews, and theoretical pieces that are 6500 words or fewer). Commentaries should present an opinion or idea that is relevant to the issue theme. When submitting a commen-tary to Electronic Manager (EM), please indicate the issue number and a “C” in the “comments” field (e.g., “91.1C”).

January 2015: Insights and InquiriesIn these unthemed issues, we feature your cur-rent questions and transformations as educators, community members, students, and researchers. Many directions are possible in this issue. What tensions do you see in literacy education today? What do readers of Language Arts need to notice and think about? What inquiry work have you done that can stretch the field of literacy and language arts? Describe your process of learning about literature, literacy, culture, social justice, and language. What new literacy practices do you see in communities, after-school programs, and classrooms? What supports these practices? What is getting in the way of change? What con-nections are adults and children making as they engage in the art of language? Join us in creating a collection of inquiries and insights. Submission deadline: September 15, 2013

March 2015: Information Is Power?As Kofi Annan has said, “Knowledge is power. Information is liberating.” This sentiment has gained particular strength in the midst of the cur-

rent technological revolution—just witness, for example, that we’re said to be living in the In-formation Age. Indeed, the Common Core State Standards increase emphasis on informational texts, with literary and informational texts gener-ally balanced across content areas by the 4th grade. In this issue, we invite authors to consider the role of informational texts in the present-day educational context. Has a shift in standards changed how you think of or use children’s lit-erature? Is this shift to more informational texts creating opportunities for integrated instruction? Are you finding a relationship between informa-tional texts and children’s inquiry? In what ways does the appearance of neutrality in information-al texts influence the ways teachers and children interact with the text and the questions they ask? Submission deadline: November 15, 2013

May 2015: Creativity: Writing as Creative ConstructionCreative classrooms carry the potential to excite children to explore innovative ideas and to think in new ways about themselves, their content, their classmates, and/or their lives. Such learning spaces recognize that while creative acts aren’t always planned, environments that promote new think-ing can and should be fashioned with the goal of igniting children in creative construction. For this special themed issue, we invite articles that offer a fresh take on creativity and writing in the language arts classroom. These questions may be helpful: What do students do when their classroom environment invites them to challenge themselves as creative meaning makers across content areas? What conditions (time, structures, attitudes, etc.) support students as creative thinkers and authors? What dispositions (persistence, associative think-ing, goal setting, etc.) are important for students to bring to their creative work? What do students do when they work in a writers’ workshop that expects them to compose out of the box? Submission deadline: January 15, 2014

Note: Language Arts asks that two sidebars be submitted with each article. Please see the online submission guidelines for further information at http://www.ncte.org/journals/la/write.

Calls for Manuscripts

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