What Is Teachers College Reading and Writing Project

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A Workshop Curriculum, Grades K-eight

Lucy Calkins and her Teachers College Reading and Writing Projection coauthors aim to prepare students for any reading and writing task they will face up and to turn kids into life-long, confident readers and writers who brandish bureau and independence. Lucy and her colleagues have drawn on their more 30 years of enquiry and piece of work in thousands of schools across the state and around the world to develop powerful curriculum resources, instructional methods, and professional learning opportunities to support teachers as they work together and with their students toward these vitally important goals.

Units of Study in Writing, Grades K-8

Built on best practices and a proven framework adult over decades of work, the Units of Report in Opinion/Argument, Information, and Narrative Writing :

• Support explicit instruction in opinion/statement, information, and narrative writing and provide rich opportunities for exercise
• Help teachers employ learning progressions to find and assess students' writing, to develop students' use of cocky-monitoring strategies, and set them on trajectories of growth
• Requite teachers crystal-clear advice and on-the-chore support for teaching efficient and effective writing workshops

Grades K-5 Centre School

Units of Study in Reading, Grades K-8

The Units of Written report for Teaching Reading offer a framework for teaching that:

• Provides a comprehensive, cantankerous-grade curriculum in which skills are introduced, developed, and deepened
• Supports explicit didactics in reading skills and strategies and offers extended time for reading
• Provides strategic performance assessments to assistance teachers monitor progress, provide feedback, and help students fix clear goals for their reading piece of work
• Gives teachers on-the-job guidance in powerful reading workshop didactics

Grades K-5 Middle School

Units of Study in Phonics, Grades K-2

The new Units of Written report in Phonics :

• provide a lean and curtailed instructional pathway in phonics that is realistic and doable, and that taps into kids' skills and energy for tackling the fabulous challenge of learning to read and write,
• introduce high-leverage phonics concepts and strategies in a manner that keeps pace with students' reading and writing and helps them understand when, how, and why they can employ phonics to read and write,
• offering delightfully fun and engaging storylines, classroom mascots, songs, chants, rhymes, and games to help students autumn caput over heels in honey with phonics and to create a joyous community of learners,
• align with state-of-the-art reading and writing workshops for a coherent approach in which terminology, tools, rituals, and methods are shared in ways that do good both teachers and kids.

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Up the Ladder Units, Grades 3-half-dozen

The Up the Ladder units requite less experienced writers opportunities to engage in repeated successful exercise and to move speedily forth a gradually increasing progression of challenges. Although designed to ramp kids upward to the work they will do in the grades 3–vi writing Units of Study, these units can be helpful in whatsoever setting where students need a boost in foundational elements of writing workshop.

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TCRWP Classroom Libraries, Grades K-viii

With On Level and Beneath Criterion Collections for Each Form

Each of the TCRWP Classroom Libraries is a miniature version of a corking bookstore— if you can imagine a bookstore run by the country's greatest readers and the country'southward greatest teachers— where every collection has been carefully and thoughtfully designed to lure kids into reading and to movement them up levels of complexity.

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Professional Books and Resource

The Project provides a wide range of professional development services to proceed teachers, literacy coaches, and edifice leaders current on best practices to support literacy didactics. Options include in-school staff development devoted to implementation of reading and writing workshops and content-area literacy instruction, day-long workshops, week-long institutes, and yr-long study groups.

In addition, Lucy and her TCRWP colleagues have written many professional person books to support study groups and individual learning.
Professional Books Professional Development

Why Workshop?

The Reading and Writing Projection's arroyo to instruction recognizes that "one size fits all" does not lucifer the realities of the classrooms and schools in which they piece of work. When you lot walk into a workshop classroom at whatsoever given moment, you'll see educational activity that is designed to:

• help teachers address each child's individual learning,
• explicitly teach strategies students will use not only the day they are taught, simply whenever they need them,
• support small-grouping work and conferring, with multiple opportunities for personalizing instruction,
• tap into the power of a learning community equally a fashion to bring all learners along,
• build choice and cess-based learning into the very design of the curriculum,
• help students work with engagement so that teachers are able to coach individuals and lead small groups.

The routines and structures of reading and writing workshop are kept elementary and predictable and then that the teacher can focus on the circuitous work of teaching in a responsive way to accelerate accomplishment for all learners.

Reading and Writing Nib of Rights

1. ane

   Above all, adept teachers affair. Learners demand teachers who demonstrate what it means to live richly literate lives, wearing a dearest of reading and writing on their sleeves.

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2. 2

   Students need a balanced approach to English/linguistic communication arts, one that includes a responsive arroyo to the teaching of both reading and writing. Researchers have studied examples of exemplary literacy didactics. In every case, when they found a classroom with high literacy engagement, they found balanced teaching in place.

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3. 3

   Reading and writing demand to be taught like other basic skills, with directly, explicit instruction— including spelling, conventions, and the skills and strategies of good reading and writing.

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4. iv

   Readers need long stretches of time to read, and writers need extended opportunities to write.

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5. v

   Writers demand to learn to employ writing process: rehearsing, drafting, revising, editing, and publishing their writing. Readers need opportunities to consolidate skills so they tin can use skills and strategies with automaticity within fluid, engaged reading.

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6. 6

   Writers deserve to write for real, to write the kinds of texts that they see in the world, and to write to put pregnant onto the page. Readers need opportunities to read loftier-involvement, attainable books of their ain choosing.

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7. 7

   Readers and writers need teachers to read aloud to them.

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8. 8

   Students need opportunities to talk and sometimes to write in response to texts.

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9. nine

   Readers need to read increasingly circuitous texts appropriate for their grade level and they need support reading nonfiction and edifice a knowledge base and academic vocabulary through information reading.

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10. 10

    Learners need clear goals and frequent feedback tailored specifically to them. They demand to hear ways their reading and writing is getting ameliorate and to know what their adjacent steps might be.

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Source: https://www.unitsofstudy.com/introduction

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