Lucy Calkins and her Teachers College Reading and Writing Project coauthors aim to prepare students for any reading and writing task they will face and to turn kids into life-long, confident readers and writers who display agency and independence. Lucy and her colleagues have drawn on their more than 30 years of research and work in thousands of schools across the country 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.
Built on best practices and a proven framework developed over decades of work, the Units of Study in Opinion/Argument, Information, and Narrative Writing:
The Units of Study for Teaching Reading offer a framework for teaching that:
The new Units of Study in Phonics:
The Up the Ladder units give less experienced writers opportunities to engage in repeated successful practice and to move rapidly along a gradually increasing progression of challenges. Although designed to ramp kids up to the work they will do in the grades 3–6 writing Units of Study, these units can be helpful in any setting where students need a boost in foundational elements of writing workshop.Learn More
Each of the TCRWP Classroom Libraries is a miniature version of a great bookstore— if you can imagine a bookstore run by the country’s greatest readers and the country’s greatest teachers— where every collection has been carefully and thoughtfully designed to lure kids into reading and to move them up levels of complexity.Learn More
The Project provides a wide range of professional development services to keep teachers, literacy coaches, and building leaders current on best practices to support literacy instruction. 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 year-long study groups.
The Reading and Writing Project’s approach to instruction recognizes that “one size fits all” does not match the realities of the classrooms and schools in which they work. When you walk into a workshop classroom at any given moment, you’ll see instruction that is designed to:
The routines and structures of reading and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.
Above all, good teachers matter. Learners need teachers who demonstrate what it means to live richly literate lives, wearing a love of reading and writing on their sleeves.
Students need a balanced approach to English/language arts, one that includes a responsive approach to the teaching of both reading and writing. Researchers have studied examples of exemplary literacy instruction. In every case, when they found a classroom with high literacy engagement, they found balanced teaching in place.
Reading and writing need to be taught like other basic skills, with direct, explicit instruction— including spelling, conventions, and the skills and strategies of proficient reading and writing.
Readers need long stretches of time to read, and writers need extended opportunities to write.
Writers need to learn to use writing process: rehearsing, drafting, revising, editing, and publishing their writing. Readers need opportunities to consolidate skills so they can use skills and strategies with automaticity within fluid, engaged reading.
Writers deserve to write for real, to write the kinds of texts that they see in the world, and to write to put meaning onto the page. Readers need opportunities to read high-interest, accessible books of their own choosing.
Readers and writers need teachers to read aloud to them.
Students need opportunities to talk and sometimes to write in response to texts.
Readers need to read increasingly complex texts appropriate for their grade level and they need support reading nonfiction and building a knowledge base and academic vocabulary through information reading.
Learners need clear goals and frequent feedback tailored specifically to them. They need to hear ways their reading and writing is getting better and to know what their next steps might be.