This journal article examines how to address child homelessness in American and Canadian language arts classrooms and suggests ideas for advocacy, literacy teaching, research, and policy. The authors contend that teachers who are knowledgeable advocates can also partner with communities to access various resources and coordinate services for students who are experiencing homelessness. By coordinating academic services, educators can support students who attend several schools in a year due to homelessness by sharing pertinent records. The authors recommend implementing procedures to expedite intake for new students and develop support plans to reduce the loss of instructional time. (author abstract modified)