The American Institutes for Research (AIR), a not-for-profit, independent research firm based in the greater Washington, D.C., area, has completed the first objective, rigorous, quasi-experimental study of the Teachers College Reading and Writing Project’s reading and writing workshop and Units of Study curriculum. (continue reading)
Jamie Nelsen, a second-grade teacher at Shekou International School in China, shares her experience with remote teaching and the journey that led her there (continue reading)
Read an excerpt from Chapter 7 of Lucy Calkins' new book for school leaders. In this chapter, you’ll find: ways to make time for teachers to plan together, tips to ensure collaborative groups go well, ways to anticipate and dissipate resistance, and more. (continue reading)
It’s a wonderful feeling when a new teaching resource arrives, along with it a sense of rejuvenation, creativity, and thoughtful anticipation about how one’s teaching will shift for the better. (continue reading)
I'm hearing from lots of people whose schools are launching or preparing to launch Units of Study in reading, writing or phonics—and I’ve been getting many requests for advice on how to make sure the work is successful. Here are my thoughts. (continue reading)
All students, those that gravitate toward nonfiction and those that don’t, need opportunities to engage with nonfiction not just during nonfiction reading units, but all year long. (continue reading)
In the upper grades, students don’t often move up reading levels as quickly as they do when they are younger. But that said, it’s still important to take note when a student has been in the same level for what seems like too long. (continue reading)
At this week’s TCRWP Twitter chat, Janet Steinberg, Research and Data Manager for the TCRWP, and staff developer Rhea Royster will lead a chat on what is most important in helping students in grades 3-8 prepare for tests. (continue reading)