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Sometimes a student’s best teacher is another student “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.” —Ruth Culham, Author of Traits Writing

If ever there were a book to answer every writing need, this is it! In it, Gretchen Bernabei and Judi Reimer “hand over their file drawers” and provide you with 101 essays written by students with one-page companion lessons that address text structure, imagery, dialogue, rhetorical devices, grammatical structures, textual blends—all the different tools that writers use. Collectively, these essays and lessons have the potential to move the needle on American students’ writing achievement once and for all. They show what has been done by students—and they reveal to you how your own students can do it, too. $27.95, 264 pages + companion website with reproducibles, N13902-978-1-4522-6861-3

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Resources for Teachers in a Time of Core Standards NCTE Book Series Four books, organized by grade level that feature: • Authentic, useful advice from authors who work in real classrooms, with real students; • An examination of the key features of Common Core State Standards (CCCS) and answers to some common questions they raise; • Vignettes from individual classrooms that show how teachers have developed their successful practice, complete with examples of student work and other artifacts; • Helpful visual aids that demonstrate how NCTE principles of effective teaching can align with standards; and • Suggestions for further professional development for both individual educators and communities of practice. $24.95 member/$33.95 nonmember per book

Each conference includes four 60-minute session recordings focused on helping schools interpret the Common Core State Standards, contextualize and connect to the CCSS, and plan units of instruction keeping students at the center. Recordings can be downloaded and revisited as often as necessary.

Grades K–2, Susi Long withWilliam Hutchinson and Justine Neiderhiser ISBN 978-0-8141-4940-9. No.49409 Grades 3–5,JeffWilliams with Elizabeth Homan and Sarah Swofford ISBN 978-0-8141-4941-6. No. 49416 Grades 6–8, Tonya Perry with Rebecca Manery ISBN 978-0-8141-4942-3. No. 49423 Grades 9–12, Sarah Brown Wessling—2010–11 National Teacher of the Year—with Danielle Lillge and Crystal VanKooten ISBN 978-0-8141-4944-7. No 49447

K–12 Package Price: $450 Save $150 when you buy all four conferences for your school or district. Package includes: • K–2 No. 15431 • 3–5 No. 15432 • 6–8 No. 15433 • 9–12 No. 15434 • K–12 No. 15435

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NCTE Virtual Conference Recordings Four conferences, organized by grade level (K–2, 3–5, 6–8, 9–12) $150 per conference

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Calls for Manuscripts 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 commentaries 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 commentary to Electronic Manager (EM), please indicate the issue number and a “C” in the “comments” field (e.g., “91.1C”).

January 2015: Insights and Inquiries In these unthemed issues, we feature your current 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 connections 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 Information Age. Indeed, the Common Core State Standards increase emphasis on informational texts, with literary and informational texts generally 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 literature? Is this shift to more informational texts creating opportunities for integrated instruction? Are you finding a relationship between informational texts and children’s inquiry? In what ways does the appearance of neutrality in informational 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 Construction Creative 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 thinking 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 thinking, 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.

Language Arts, Volume 91 Number 1, September 2013 Copyright © 2013 by the National Council of Teachers of English. All rights reserved.

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