[...] we recognize that the day-to-day reality for many English teachers now means that AI has begun to permeate their classrooms, department meetings, and school board policy decisions, as if they didn't have enough to worry about.[...] we as English educators have deep concerns about the rapid expansion of AI, especially without guidelines for the ethical use of these tools. In thinking about the ways that AI can inform English language arts (ELA) curriculum, instruction, and assessment, we turn to the 2018 policy statement crafted by the ELATE Commission on Digital Literacies and Teacher Education (D-LITE) to provide a few additional insights meant to inform the work of both K-12 English teachers and English teacher educators. There are many critical conversations that ELA teachers and teacher educators will need to have with students surrounding the social, political, computational, and other implications of teaching, learning, and writing with generative AI.