As TCRWP reading and writing institutes continue across the country, Colonial Williamsburg and staff developers from the Teachers College Reading and Writing Project hosted an Institute in American History and Content Area Literacy.

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P.S. 54 Oscar Night!

June 23rd, 2014

New York City is certainly no stranger to red carpet events, but needless to say, when PS 54, the Magnet School for Environmental Studies in Bedford Stuyvesant, Brooklyn, hosted their own black-tie affair, it was a night to remember!

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Five Easy Tips for Increasing Volume in Writing Workshop

April 23rd, 2014

When many of us picture our ideal writing workshop classrooms, we imagine students spread about, heads bent to the task, writing utensils filling page after page of writing, perhaps with some soft music playing in the background. We imagine conferring and pulling small groups in order to teach rich strategies and to give encouragement.

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TCRWP School Wins Multiple Morgan Book Project Awards

April 15th, 2014

Four students from PS 173 in Queens, a Blue-Ribbon TCRWP school, have received The Morgan Book Project Award for their Renaissance –inspired manuscripts, including a fourth grader who was named for a special award as the top writer in all New York City Department of Education schools that participated in the program.

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Nell K. Duke, Researcher with a Heart

April 8th, 2014

"All kids have prior knowledge. The question is, does it match what they are learning in school?"

This was just one of many memorable quotes participants jotted down as Nell K. Duke spoke to principals during their January conference at Teachers College. Duke is a professor of literacy, language, and culture at the University of Michigan. She is also the author of numerous articles and books on early literacy development, reading comprehension instruction, and informational reading and writing in the primary grades. Her research often focuses on children living in poverty and issues of equity in literacy instruction. Passionate about children and about research, Duke shared many insights about what is truly important when it comes to developing children's reading and comprehension skills.

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Top 5 Ways to Become a Stronger Writing Teacher: A Book Study of Writing Pathways

March 3rd, 2014

Writing Pathways: Performance Assessments and Learning Progressions, K-5, by Lucy Calkins (Heinemann, 2013) has yielded insightful conversations about writing assessments and tracking student progress across the unit and year, as well as studying trends across the grade and school. This publication has also helped educators think about their own methods as writing teachers and how we can be more effective to promote the success of young writers. Here are five ways that you can study the writing in your school alongside a book study ofWriting Pathways. T

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Five Quick Things Teachers Can Do to Increase Vocabulary Awareness

January 20th, 2014

Expanding children's vocabulary is critical to their success in school and in life. There is a connection between a wider knowledge of vocabulary and increased comprehension because the more words children know the more subtleties they understand, and the more nuanced interpretations they are able to develop. Learning words requires much more than mere exposure, it requires usage in both speaking and writing. Kids love learning and using big, fancy words, so often teachers who create literacy rich classrooms that highlight vocabulary throughout the course of the day find their students' vocabulary skills increase. Below are a few ideas that teachers can put to use easily and immediately.

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Read about Idaho Falls Incredible Work with the TCRWP Writing Program!

December 4th, 2013

Before entering Mary Ulrich’s sixth-grade class at Linden Park Elementary, Jamal struggled for inspiration, and couldn’t summon the energy and attention to dive into a writing assignment.

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PS 173-Fresh Meadows, New York: A TCRWP Blue Ribbon School

May 28th, 2013

Across the country, the need to raise the level of reading achievement is one of the most pressing. In 2004, Public School 173, a K-5 school in Fresh Meadows, New York with over 700 students, 10% of whom are ELL, faced this same problem. Its new Principal, Molly Wang, walked the building of her school with her superintendent and Lead Instructional Supervisor (LIS) and observed that there was a need for some change.

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The Teachers College Reading and Writing Project Has Rewards Schools Across New York State...

May 20th, 2013

The New York State Department has announced the high achieving elementary schools in New York State, designating them as Rewards Schools. The TCRWP is proud that approximately 75% of the high performing elementary schools in New York City that are designated as Rewards Schools, have studied with the TCRWP .

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TCRWP School Named New Jersey Reward School

March 20th, 2013

Collins Elementary School has recently been named a Reward School by the N.J. Department of Education. Collins was one of only 57 New Jersey schools recognized for their overall achievements.

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Burnet Hill Elementary School - Livingston, New Jersey

December 19th, 2012

In 2010, Lisa Capone-Steiger was a new principal looking to increase the student achievement at Burnet Hill Elementary School in Livingston, New Jersey. The faculty was concerned that students weren’t reading enough and that they were not showing enough stamina on state tests. Lisa and her staff turned to the Teachers College Reading and Writing Project for support in raising student performance and strengthening the culture of reading.

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Houston County Schools of Georgia

December 16th, 2012

“Our work with Teachers College has produced teacher leaders”—Nancy Richardson, Houston County Schools of Georgia.

Over the past eight years, Houston County Schools have been on a learning journey with Teachers College, working with staff developers at particular schools and providing Home Grown opportunities during the summers.

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Springs UFSD, NY

December 8th, 2012

“It has been our privilege to partner with an organization that shares our vision and sees the inherent value of [The Common Core State Standards] as a driving force for school change.” --Eric M. Casale, Katherine Byrnes, Ryan Scala, & Tracey Frazier, Springs UFSD, NY

2012-13 is our first “official” year working with the project. However, teachers throughout our school have been working for a long time, along with the leadership team, to bring this work schoolwide, and establish shared practices through collaboration. These past few months have been incredible.

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Riverton Elementary School’s skyrocketing test scores

March 12th, 2012

First of all, a big, serious “congrats” to the Riverton Elementary School community — administrators, teachers, parents, support staff and students — for a Cinderella-like one-year turnaround on the school’s test scores. The school’s bump in New England Common Assessment Program (NECAP) numbers from 2010 to 2011 is downright startling.

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