Learn more at echoesandreflections.org

A joint program of the Anti-Defamation League, USC Shoah Foundation, and Yad Vashem

Echoes and Reflections prepares educators to teach about the Holocaust in a way that stimulates engagement and critical thinking while providing opportunities for students to see the relevance of this complex history to their own lives.

The program offers:• Exceptional professional development• Extensive primary and secondary source materials• Visual testimonies from survivors, liberators, and other

witnesses of the Holocaust• Modular, interdisciplinary lessons that use a mix of

instructional strategies and technologies• Expansive array of print and digital resources

Help your students understand what happened during the Holocaust, why it happened, and how it relates to the difficult social issues they face today with Echoes and Reflections.

Examine Issues of

Help Your Students

Fairness and

Justice

New from NCTE

To order, visit our website: https://secure.ncte.org/store/ or call 877-369-6283.

Entering the ConversationsPracticing Literacy in the DisciplinesPatricia Lambert StockTrace Schillingerand Andrew Stock109 pp. 2014. Grades 5–8 ISBN 978-0-8141-1563-3. No. 15633 $24.95 member/$33.95 nonmember

Entering the Conversations

PATRICIA LAMBERT STOCKTRACE SCHILLINGERANDREW STOCK

Principlesin Practice

Entering the Conversations S

TOCK

•S

CHILLIN

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• STO

CK

The authors of Entering the Conversations invite us into their classroomsand professional development workshops to see how students at all levelsof instruction can learn both the subject matter and the discipline-specificpractices for reading and writing about that subject matter. Yes, theinquiry-based, project method instruction the authors describe helpsstudents meet requirements for literacy and subject matter learningexperiences, including those named in the Common Core State Standards.But more important, we see the engagement and enthusiasm of students caught up in their roles as knowledge makers. As emerging field-based specialists, these students address real-world issues such as thereintroduction of wolves to US ecosystems and how to shape attitudestoward social revolution. In doing so, they demonstrate the value of having students read and write information-rich texts in multiple genresand media.

As natural legacies of the Writing Across the Curriculum movement, the authors’ approaches to teaching literacies in the disciplines present a portrait of teachers as continual learners for and with their students.These approaches can help change the conversations about best practice in literacy learning and teaching, whether in the English classroom or across the disciplines.

L I T E R A C I E S O F T H ED I S C I P L I N E S

PRACTICING LITERACY IN THE DISCIPLINES

Patricia Lambert Stock is professor emerita at Michigan State University,where she served as founding director of the MSU Writing Center and co-founder of the Red Cedar Writing Project. Trace Schillinger is asecondary educator and the humanities coordinator at Poughkeepsie DaySchool in New York’s Hudson Valley. Andrew Stock is a public elementaryteacher at Vail Farm Elementary School in LaGrangeville, New York.

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Shaping literacy for tomorrow, today.Visit our website: https://secure.ncte.org/store/

or call toll-free: 1-877-369-6283

Collaborative Conversations: Meeting Speaking and Listening Standards (On Demand Web Seminar)The speaking and listening section of the Common Core State Standards notes the value of collaborative conversa-tions in which students learn the rules for conversations, use evidence in their arguments, and critically analyze the topic at hand. This one-hour Web seminar focuses on the instructional routines that foster productive group interactions around complex texts.

$49.00 member/$99.00 nonmember

How can we avoid asking leading questions that make students try to read our minds for a “correct” answer? How can we foster meaningful, focused conversation that produces deeper insights into a speci�c work or topic? Talking in Class guides readers in developing skills that promote and facilitate authentic discussion within the English language arts classroom.

$26.95 member/$35.95 nonmember

INVESTIGATIONS

This self-paced, online professional learning module will allow you to explore the core principle that improving student learning requires purposeful observation and inquiry, allowing you to make informed decisions about practices and interventions. You will �nd learning engagements that address

• The role of talk in class as an assessment tool.• Purposeful feedback & the role of grades. • Analyzing patterns in student work to provide more precise teaching. $75.00 member/$75.00 nonmember

School License $450.00/ District License $1,500

Using Evidence to Inform Practice: Feedback and Feed Forward (Grades 6–12)

Strategy Guide: Socratic Seminars Download this free strategy guide! It explains Socratic seminars and o�ers practical methods for applying the approach in your classroom to help students investigate multiple perspectives in a text.

Remixing the Role of Teacher and Learner: Creating Compelling Conversations

Talking in Class: Using Discussion to Enhance Teaching and Learning

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Powerful instruction makes the difference between struggle and success.

FountasandPinnell@FountasPinnellheinemann.com | 800.225.5800

Fountas & PinnellLEVELED LITERACY INTERVENTION GRADES 6–12

• LLI TEAL SYSTEM • LEVELS U–Z

• LLI PURPLE SYSTEM • LEVELS R–W

Fountas & Pinnell’s Leveled Literacy Intervention is a proven-effective,

systematic approach to raising

reading proficiency.

The demands of middle and high school

can expose weaknesses in adolescent

readers. Students who previously

could hold their own find themselves

struggling, and losing hope.

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Journals from NCTE

I’ve been a member of NCTE for about 25 years. For me, NCTE was a place

where I went to become a professional. English Journal published the first piece that I [wrote]. Now I’ve written

12 or 13 books. . . . It’s all really the result of NCTE’s investment in me. I had a mini-grant to do a teacher

research study and, with that invitation, whole worlds opened up to me. . . . I’m saying all of this to show how great the Council is. It provided

all those opportunities for me to grow. —Carol, Secondary member from Illinois

I subscribe to these journals so I will feel less isolated and more secure in my teaching

decisions. I also join a professional community which believes in—and enacts—the intellect

and identity of teachers. —Stephen, Secondary member

from Massachusetts

Ideas, articles that I, as a school librarian, can share with staff members and colleagues.

—Marney, Middle Level member from Arizona

Subscribe now . . . . www.ncte.org/journals

The variety of points of view on current topics in ELA; always and

especially the Coda by Jeffrey Willhelm (Voices from the Middle) and the

columns on books. —Linda, Middle Level member from Delaware

Here’s what subscribers are saying about their NCTE journals . . .

Articles about the teaching and learning of reading at all ages. —Alton, Elementary member

from Minnesota

As an NCTE member, you have access to over a century of journal issues online.Most recent two years limited to current subscribers.

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NATIONAL CENTER FORLITERACY EDUCATION

In schools everywhere, educators are getting together to remodel literacy learning.

Share Your Story of Remodeling Literacy Learning!www.literacyinlearning.org/map

Sign your team up for free on the Literacy in Learning Exchange and join the movement of educators who are

making change happen in their schools.

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Last name | Title of articlepage

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Voices from the Middle, Volume 23 Number 2, December 2015

Calls for Manuscripts

Who Are Middle Level Kids?Dec. 2016. Middle level students are vibrantly unique in their life experiences, perspectives, and approaches to learning. For many of us, they are what brought us to our profession and what brings joy to our daily work. This issue celebrates their energies, their eccen-tricities, and the unique power of what they bring into our English/Language Arts classrooms each day. How do you come to really know the middle level kids with whom you work? What makes a middle level student particularly unique? How does space work in your classroom to invite or to challenge their skills? How do you allow them to balance self-expression along-side learning goals and expectations? What unique challenges present themselves when working with middle level kids? The sky’s the limit! What are the spaces in which they live and how they grow in our classrooms, the unexpected? We invite you to intro-duce our readers to your well-honed and responsive approaches, strategies, lessons, and collaborations that make teaching middle level kids so rewarding. Deadline for submissions is March 1, 2016

Culturally Responsive Teaching within Middle GradesMarch 2017. In his 2014 presidential address to the National Council of Teachers of English, Ernest Morrell reminded us that “the diversity in our English classrooms is our greatest strength.” This issue chal-lenges us to consider the ways we engage our middle level students in learning that is culturally and socially relevant and responsive. How do we develop student voices, skills, and understandings in ways that empow-er all students to speak their truths? What are the texts that help us to come together in understanding our differences and our sameness? Where are our collec-tive and communal struggles? What does classroom teaching that engages middle level students in devel-oping their skills as critical readers and writers look like? How can student readers and writers do work that actually changes their communities? We invite you to guide our readers in seeing the multiple and authentic ways in which we create opportunities for all of our students to tell their stories and engage in social action. Deadline for submissions is June 1, 2016

What’s Next in Teaching ReadingMay 2017. Middle level readers are an exacting bunch, and recent professional texts have helped us to cre-ate experiences that offer studies of process and skills alongside time to simply read. We’ve constructed classroom libraries and collaborated with students to create useful anchor charts. But, what’s next? This is-sue invites us to share our most recent discoveries and lessons when it comes to growing the skills, practices, and identities of middle level readers. What kinds of assessment are most useful in helping students to un-derstand and eventually self-regulate their practices? How are you using digital tools and technologies to support student readers of electronic and print texts? What are the texts that feed your students’ interests, imaginations, and craft as writers? We invite you to share the ways in which you and your students are working together to become even stronger and more thoughtful readers.Deadline for submissions is August 1, 2016

Voices from the Middle Cover PhotosHave you got an eye for a great photograph? The incoming Voices from the Middle editorial team, Sara Kajder and Shelbie Witte, are looking for compelling digital images to feature on our journal covers during Volume 24. We are looking for pho-tos that highlight our classrooms, our students, and the unique and important work that we do as Middle Level teachers. Images should align with the themes for each issue:

•WhoareMiddleLevelKids?(DueMarch 1, 2016)

• CulturallyResponsiveTeaching(DueJune 1, 2016)

•What’sNewinReading?(DueAugust 1, 2016)

Photos should be at least 300 DPI in either jpg or tiff formats. Published photos will be black-and-white. Please do not submit previously published photos. If you choose to include people in your submis-sion, you are responsible for obtaining the necessary releases from all of the individuals depicted (and par-ent/guardians, where appropriate) and must be able to provide copies of those releases prior to publication. For more information contact voices@ncte.org.

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