SADLIER

VOCABULARY FOR SUCCESSNEW FROM THE PUBLISHER OF VOCABULARY WORKSHOP

• Research-based program for students in grades 6–8 who need help reachingor maintaining grade level profi ciency

• Blend of print and mixed-media resources enrich instruction

• Professional Development videos provide teachers with appropriate tools for success

• Award-winning authors, Douglas Fisher and Nancy Frey

Contact Us: 877-930-3336 Mention Promo Code D6

www.Sadlier.com/previewVfS

SadlierSchool

Aligns with Common Core State StandardsLearn more at SadlierCommonCore.com

Aligns with Common Core State StandardsLearn more at SadlierCommonCore.com

12AA_VfS_LangArts3_ad.indd 1 1/3/12 4:42 PMA302_Mar2012_LA.indd 2 1/18/12 4:16 PM

Become a 21st Century School Library Leader...

^ onLine.

“The coursework is more applicable to the actual job than any other graduate work I have ever done.”

Catherine DePasqualeElementary LibrarianLyons Elementary SchoolLyons, NY

• Award-winningpractitioner-basedfaculty

• Personalizedteachingviatheweb,email&phone

• NationallyrecognizedNCATE-AASLreviewedandapprovedSchoolLibraryMediaEducationProgram

• AccreditedbytheMiddleStatesAssociationandcertifiedbythePennsylvaniaDept.ofEducation

Visit us at: http://library.mansfield.edu or email: gradapp@mansfield.edu

Call 1-800-577-6826 for a FRee DVD about the program!

Developing Tomorrow’s Leaders

earn your master’s degree on your own time, from home, with Mansfield University’s School Library and information Technologies program.

ScholarShipS

available, funded by

the InstItute of

MuseuM and

LIbrary

servIces.

A302_Mar2012_LA.indd 3 1/18/12 4:17 PM

HEINEMANN // Language Arts (NCTE) — MARCH 2012 issue // 8.25 x 10.875 with .25-in bleeds // 3 JANUARY 2012

Ellin Oliver Keene shows what deep understanding really looks like

Reading education pioneer Ellin Oliver Keenedemystifies comprehension instruction by describing what it can look like when readers

comprehend and what it can look like when teachersaim for this deep comprehension.

� Includes three From the Inside chapters thatfocus on one reading lesson in-depth and areaccompanied by classroom video footage of Ellin modeling that lesson.

�Watch Ellin use the language and teachingmoves that help students go beyond superficialreading comprehension to lasting understanding.

Visit Heinemann.com to read a sample chapter and order online.

Grades K–8 / 978-0-325-02839-2192pp + DVD / $29.50

Prices are subject to change

To order, visit Heinemann.comcall 800.225.5800 • fax 877.231.6980

A302_Mar2012_LA.indd 4 1/18/12 4:17 PM

You are1degree away from changing your world. Which1will it be?

American Public University

APU was recognized in 2009 and 2010 for best practices in online education by the prestigious Sloan Consortium.

Y ou are one degree away from achieving more.

American Public University has 87 online

degrees. Our tuition is far less than other top

online universities so you can further your education

without breaking the bank. You are one click away from

making it happen.

Graduate level courses start monthly at only $325 per semester hour.

Learn more about one of the best values in online education at studyatAPU.com/language-arts

Photographer: David W. PrestonCopyright © St. Louis Convention & Visitors Commission. All Rights Reserved.

We invite you to join us for the 23rd Literacies for All Summer Institute as we focus on the politicalact of reclaiming classrooms as places of joyful engagement and complex relationships.

Sponsored by the National Council of Teachers of English (NCTE)and the Whole Language Umbrella (WLU) in cooperation withthe Center for Expansion of Language and Thinking (CELT)

For more information, visit www.ncte.org/wlu/institute.

St. Louis, MO · July 19-21, 20122012 WLU Summer Institute

Reclaiming Joy in Teaching, Learning, and Research

A302_Mar2012_LA.indd 213 1/18/12 4:16 PM

P R O F E S S I O N A L D E V E L O P M E N T P R O G R A M

More opportunitiesfor students to work

collaboratively to solveproblems

Creating and analyzingmultimedia texts Using technology to

design and shareinformation for global

communities

Improving instructionthrough greater

integration of visual texts

Increased focus oncritical literacy skills

What sort of changes are you and your colleaguesworking on for this year?

Look to NCTE for professional development resources!

Pathways for 21st Century LiteraciesPathways is a powerful resource that supports teachers andlearning communities committed to helping studentsdevelop the wide range of competencies and abilities thatour 21st century global society requires a literate person topossess. It focuses on teachers’ instructional practices andquestions in areas such as:• Media literacy• Motivation and engagement• Global perspectives• Integrating 21st century skills in the K–12 classroom• Integrating writing across content areas• Critical Literacy

As the most trusted name in literacy education, the nonprofitNational Council of Teachers of English has the researchand peer-reviewed resources to help you reach every student.

Visit www.ncte.org/pathways/21stcentury for more information.Or call 877-369-6283, or email pathways@ncte.org.

Special Offer!Enroll a learning

community in any Pathwaysprogram and the team

facilitator receivescomplimentary access to

Pathways for InstructionalLeadership.

A302_Mar2012_LA.indd 214 1/18/12 4:16 PM

page

218

Language Arts, Volume 89 Number 4, March 2012

Editors’ Note: All incoming manuscripts must be submitted through Editorial Manager at www.editorialmanager.com/langarts/default.asp. Please identify the issue for which you are sub-mitting in the Editorial Manager “Comments” section.

July 2013: Inquiries and Insights In this unthemed issue, 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 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: March 15, 2012)

September 2013: Literacy Learning and DiscourseThe ways people interact and communicate in social communities are highly interrelated with literacy. Close looks at interactions in class-rooms, those within communities outside of classrooms, and influences of new literacies on our ways of interacting have provided important information pertaining to relationships between language, learning, identity, and ideology. In this issue of Language Arts, we invite articles that examine how people communicate (e.g., gestural, spoken, visual, written, etc.) in social settings (e.g., classroom, community, Internet). How does the interrelatedness of language and literacy play out in classroom life? How have

technological shifts altered how teachers and students interact around print?(Submission deadline: May 15, 2012)

November 2013: Innovations As professionals, teachers are at the forefront of innovation in the language arts. Classrooms provide the space for new ideas, new instruc-tional techniques, and new tools—but they’re not the only place for innovation. Sometimes innovations come from home experiences, after-school programs, libraries, and communities. We invite manuscripts that describe exciting innovative practices that are enriching the lives of young people. Who is leading the way? What should we, as fellow educators, researchers, and family members, know about what’s going on? What conditions have led to innovative spaces and practices? In what ways are the innovations inviting children to participate in the language arts? How can we follow the lead of the most innovative practitioners?(Submission deadline: July 15, 2012)

January 2014: Inquiries and Insights In 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, 2012)

Calls for Manuscripts

A302_Mar2012_LA.indd 218 1/18/12 4:16 PM