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You are invited to join the
Teachers College Reading and Writing Project for two new workshops
Studying Student Work at the End of the Year to See Growth in Phonics, Conventions, Structure, and Elaboration in K-2 Writing
Presented by: Lucy Calkins, Casey Maxwell, and Dani Sturtz
Tuesday, May 30, 4:30 PM ET
The beautiful thing about teaching writing is that by studying your students’ progress in writing, you can see ways in which your teaching has made a big difference—and you can also see ways your teaching of writing can be even stronger in the year ahead.
In this session, Lucy Calkins, one of the nation’s foremost leaders on children’s writing, and two senior staff developers from the Teachers College Reading and Writing Project, will give you and your colleagues lenses for looking back on your children’s writing. You will learn to celebrate kids’ writing growth, and you’ll also consider ways your teaching can produce even more growth next year.
It’s important that you can see patterns in your kids’ use of phonics, conventions, genre knowledge and qualities of good writing. It’s also important that you and your colleagues can do this together, so the presenters will share the Project’s latest thinking about assessing writers and ways that new tools can help your school develop an assessment system.
Outcomes:
- Hear important lenses you can bring to see and celebrate the growth your students have made this school year
- Find out about ways you can identify examples of student writing that you can use as exemplar texts in the year ahead, helping your youngsters see possibilities for their writing
- Become knowledgeable about how young children develop as writers, learning, for example, about the stages of development in spelling, conventions, and text structure
- Learn about ways your school can plan a system to track and celebrate students growth in writing during the upcoming year, taking cues from revisions to the assessment system in the brand new Units of Study in Writing
- Hear about learning progressions and checklists that can help students set goals for themselves
Helping Children Fall in Love with Mentor Texts, and Making These Texts a Delightful and Powerful Teacher in the Writing Classroom
Presented by: Mary Ehrenworth and Molly Picardi
Wednesday, June 14, 4:00 PM ET
Get to know a handful of new, delightful texts that can act as mentors in your writing classrooms, and find out ways to introduce these texts so that you feel as if you have brought a published author into your classroom as a writing teacher. Mary, Valerie, and Molly, each of whom brings a particular love of mentor text work and pedagogies for bringing this work alive for children, will share protocols for investigating language and conventions. They will also share tools to support children in reading closely, noticing the author's craft, and thinking deeply about meaning. You’ll find that mentor text work not only raises the level of students’ writing, it helps them be more powerful, nuanced readers.
This session will show you inspiring and practical ways to embed the study of mentor texts into your writing instruction, that you can end your year with, and weave into plans for the upcoming year.
Outcomes:
- Get to know a handful of authors and texts that will entrance young writers
- Participate in mentor text inquiries, so that you can replicate this work with your students
- Become confident with lenses for studying mentor texts, and pedagogies for increasing student engagement and agency
- Find out how to anchor small group work with mentor texts, to offer students new strategies as writers
- Hear how to reinforce key standards and spiral back to key teaching by mining mentor texts
- Get access to new tools to use alongside mentor text work, like hide-and-seek windows and mini charts
- Hear ways to make mentor text work playful, joyful, and transformative
As a special bonus, on Thursday, June 1, 4:00 PM ET join us for an extra TCRWP Office Hours - Spotlight on the New Units of Study in Writing and Reading, K-2.
