Even from the earliest grades children have the rights to read and write—not just in dominant American English but also in their own languages and dialects.

Young children make meaning and make sense from the earliest years. They read facial expressions engage in interactions and read symbols across a variety of named languages. Historically narrow definitions of reading and writing however often prevent children of color and immigrants from having access to texts that reflect their diverse cultures and backgrounds. Classroom materials also often don't reflect the growing majority of multilingual children of color compromising their right to access texts that reflect their cultural values language practices and historical legacies.

Promoting equitable inclusive and plural understandings of literacy Mariana Souto-Manning 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--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.

About Principles in Practice

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.

• Intentionally designing ELA spaces that encourage students’ connections to their own lived experiences; 
• Using students’ literacies as a starting point for discussions and learning about the processes of reading writing designing and composing; 
• Framing curricular choices around students’ affinities and identities through both structured and unstructured play; 
• Encouraging project- and inquiry-based learning that positions students as problem-explorers and empowers them to consider the joy they can bring to others by becoming agents of positive change.

Based 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 transition from rote lessons traditional pedagogy and standardized tests begins with the belief that students need to learn how to learn—and learn to love learning. Great idea—but how do teachers actually implement a curriculum that gives students room to do this? Letting Go: How to Give Your Students Control over Their Learning in the English Classroom 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. 

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. The authors break down the inquiry process and provide support for gradual release of responsibility and power to students. In doing so they show that letting go is rewarding for both teachers and students because students realize what they are capable of and learn what they love. Student work showcases the impact these inquiry strategies have on students’ understanding of themselves their skill development and their content acquisition. A companion website features complete ILPs for a more holistic view of the process as well as reproducible materials.

This practical book brings together coauthors Troy Hicks and Jill Runstrom with the voices of ten additional middle level educators (Grades 4–9) to explore applications of NCTE’s Beliefs for Integrating Technology into the English Language Arts Classroom position statement in middle grades classrooms. 

Including chapters and vignettes that explore lessons and technologies for close and critical reading for literary analysis writing to argue and inform and considerations for remote and hybrid learning the book follows a year in the life of Runstrom’s ninth-grade English classroom. With specific lesson ideas and examples of student work the book brings the entire Beliefs statement to life while also foregrounding the primary goal that we should consider “literacies before technologies” creating rich opportunities for reading and writing enhanced with digital tools. An annotated bibliography is also included.

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.

Celebrate the profound impact of Victor Villanueva’s scholarship teaching and mentorship in the field of rhetoric and composition with this remarkable collection. Engaging both emerging and established scholars this book explores the legacy of Villanueva’s contributions.  

Victor Villanueva is Regents Professor Emeritus a former director of comp director of a university-wide writing program director of an American Studies program English department chair (twice!) former editor of the Studies in Writing and Rhetoric monograph series of the Conference on College Composition and Communication former head of that organization its Exemplar and Rhetorician of the Year. 

From the politics of language literacy and education to Latinx rhetoric colonialism and racism each chapter dives deeply into relevant themes upon which Villanueva has left his mark and into the significance of Villanueva’s work from the perspectives of each contributor. Grouped into three sections—Memoria of Rhetoric Memoria of Mentoring and Memoria of Relations—the essays in this book invite the reader to sit alongside one of the field’s pioneers and to experience the power of his influence on the discipline. CCCC Studies in Writing & Rhetoric (SWR) Series  

Winner of the 2015 CCCC Outstanding Book Award

As our field of composition studies invites students to compose with new media and multimedia we need to ask about other possibilities for communication representation and making knowledge—including possibilities that may exceed those of the letter the text based the composed. 

In this provocative look at how composition incorporates new forms of media into actual classrooms Jonathan Alexander and Jacqueline Rhodes argue persuasively that composition’s embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition as opposed to exploring the rhetorical capabilities of those media. Practical employment of new media often ignores their rich contexts which contain examples of the distinct logics and different affordances of those media wasting the very characteristics that make them most effective and potentially revolutionary for pedagogy. On Multimodality: New Media in Composition Studies urges composition scholars and teachers to become aware of the rich histories and rhetorical capabilities of new media so that students’ work with those media is enlivened and made substantive.

Unlock the power of personalized reading with practical strategies and easy-to-use ideas to engage students in the digital age. In the first edition of this book the authors identified ways for working with four different types of readers—struggling readers reluctant readers English learners and advanced readers—using technology to accommodate their various reading journeys and learning styles. The second edition identifies a fifth type of reader—the emerging reader—and ways of personalizing instruction to their needs.  

With updated research on the science of reading this book offers strategies for incorporating social-emotional learning Universal Design for Learning and active learning strategies to support the diverse readers in your classroom.  

Chock-full of classroom-ready ideas to incorporate technology in the middle and high school English language arts classroom this second edition packs even more: 

• Tools and resources to meet the needs of all learners where they are; 
• Empowering strategies to help students decide for themselves how they learn best; and 
• Hands-on activities that ignite students’ personal passions and joy for learning. 

This comprehensive guide delves into the myriad benefits of picturebooks to enhance reading writing and language instruction for middle and high school students. Perfect for teachers of diverse student groups this resource is packed with book recommendations and innovative usage strategies. 

Inside you’ll find:

• Enhanced Learning Strategies: Explore how picturebooks can improve reading comprehension writing skills and language acquisition.
• Diverse Student Engagement Tools: Find tailored strategies for engaging various student groups including English language learners to foster inclusive learning environments.
• Curated Book Recommendations: Access a selection of effective picturebooks that align with secondary ELA curricula ensuring relevant and impactful teaching.
• Innovative Teaching Techniques: Tap into creative approaches for integrating picturebooks into your lessons making learning more dynamic and enjoyable.
• Foundational Principles: Learn how to curate your own versatile collection of picturebooks that meet the unique needs of your students and classroom.