TEACHERS COLLEGECOLUMBIA UNIVERSITY

Teaching of Reading & Writing

SUMMER INSTITUTES &

PROFESSIONAL DEVELOPMENT

OFFERINGS

2011

Dear Friends:

For almost thirty years, educators have gathered at Teachers College for summer institutes on the teaching of reading and writing. Together we study methods and plan curricula, revitalize our thinking, and most impor-tantly, encourage our students to lead rich, literate lives. During the school year, many institute participants continue to study with staff developer support. Renowned experts in literacy education and acclaimed children’s book authors join us in this legendary endeavor. This summer’s speakers include:

Carl Anderson, author of Assessing Writers and How’s It Going? (July/August Writing)

Lucy Calkins, Founding Director of the TCRWP, and author/co-author of more than a score of books, including Units of Study for Teaching Reading (all institutes)

Kathy Collins, author of Growing Readers and Reading for Real (July/August Reading)

Carmen Agra Deedy, professional storyteller and author of eight picture books, including 14 Cows for America and The Library Dragon (August Reading)

Mary Ehrenworth, Deputy Director for Middle Schools and author/co-author of many books (July Writing and July/August Reading)

Ralph Fletcher, author of all kinds of books for kids—poetry, picture books, and chapter books (July Reading)

Georgia Heard, author of many books, including For the Good of the Earth and Sun and Climb Inside a Poem (August Writing)

Kevin Henkes, award-winning author of Chrysanthemum, Lily’s Purple Plastic Purse, Bird Lake Moon and other books (August Writing)

Lee Bennett Hopkins, writer of poetry anthologies including Days to Celebrate and Marvelous Math (July Writing)

James Howe, author of award-winning books, including the best-selling Bunnicula and several young adult novels (July/August Reading)

Peter Johnston, author of many critically acclaimed books includingChoice Words and RTI in Literacy—Responsive and Comprehensive (July Reading)

Ellin Keene, author of To Understand and co-author of Mosaic of Thought (August Reading)

Naomi Shihab Nye, author of many books of poetry, including You and Yours and 19 Varieties of Gazelle: Poems of the Middle East (August Reading)

Doug Reeves, founder of the Leadership and Learning Center and author of more than a score of books on school improvement (July Writing)

Sarah Weeks, author of many books for children including the best selling novel, So B. It (July Writing)

Jeff Wilhelm, author and co-author of sixteen texts about literacyteaching, including You Gotta BE the Book (July Reading)

I encourage you to submit your applications as soon as possible. Please check that your applications are complete and that you select second choices when requested. If you run into trouble, call 1-888-RWP-SUMI (1-888-797-7864).

Best,

Lucy Calkins, Founding Director

P r o j e c t E v e n t s 2 0 1 1 1

CONTENTS

W o r k i n g w i t h t h e P r o j e c t t h r o u g h o u t t h e Y e a r 2

Professional Development OfferingsConferences and Study Groups 3

T h e 2 9 t h A n n u a l J u l y I n s t i t u t e o n t h eT e a c h i n g o f W r i t i n g ( J u n e 2 7 – J u l y 1 , 2 0 1 1 )

Keynote Speakers F Schedule F Advanced Sessions 4

T h e 1 8 t h A n n u a l J u l y I n s t i t u t e o n t h eT e a c h i n g o f R e a d i n g ( J u l y 5 – 9 , 2 0 1 1 ) T u e s d a y t h r o u g h S a t u r d a y

Keynote Speakers F Schedule F Advanced Sessions 6

T h e 9 t h A n n u a l A u g u s t I n s t i t u t e o n t h eT e a c h i n g o f R e a d i n g ( A u g u s t 8 – 1 2 , 2 0 1 1 ) Keynote Speakers F Schedule F Advanced Sessions 8

T h e 1 8 t h A n n u a l A u g u s t I n s t i t u t e o n t h eT e a c h i n g o f W r i t i n g ( A u g u s t 1 5 – 1 9 , 2 0 1 1 ) Keynote Speakers F Schedule F Advanced Sessions 10

I n f o r m a t i o n o n t h e 2 0 1 1 S u m m e r I n s t i t u t e sAn Overview of the Institutes F Important Dates F Application Information 12

A p p l i c a t i o n P r o c e d u r e sA P P L I C A T I O N S W I L L B E A V A I L A B L E O N L I N E O N L Y (tc.readingandwritingproject.com) beginning February 14, 2011.

Noncredit Fees F Credit Fees F Payment Methods and Deadlines 13

F r e q u e n t l y A s k e d Q u e s t i o n s Acceptance Guidelines F Withdrawal and Refunds F In-Service Credit F Housing Information F Services for Disabilities 14

T h e 8 0t h, 8 1s t a n d 8 2n d S a t u r d a y R e u n i o n s( M a r c h 1 9 , 2 0 1 1 , O c t o b e r 2 2 , 2 0 1 1 , a n d M a r c h 2 4 , 2 0 1 2 )

Upcoming Dates and Speakers 15

The most up-to-date information on the Teachers College Reading and Writing Project is on our website: tc.readingandwritingproject.com.

. N O T E !

2 P r o j e c t E v e n t s 2 0 1 1

THE TEACHERS COLLEGE READING AND WRITING PROjECT

The Teachers College Reading and Writing Project is one of the world’s premier providers of professional development in the teaching of reading and writing. More than 100,000 educators have attended our institutes.

The TCRWP and its sister organization, the Reading and Writing Project, develop ideas that are foundational to literacy instruction across the globe and provide lit-eracy professional development to schools in a score of other nations, as well as in cities and towns across America.

For more than 30 years, we’ve worked to support hundreds and thousands of schools to lift the level of reading and writing instruction in ways that bring whole schools together to participate in rigorous professional learning. We work across grades K-8, and support principals, literacy coaches and reading specialists, as well as teachers of English Language Learners and youngsters with IEPs. We also sup-port content area literacy. The TCRWP offers over 150 day-long conferences that are open to teachers from throughout the region.

Please visit our website at http://tc.readingandwritingproject.com.

HOW CAN A TEACHER, A SCHOOL OR A DISTRICT WORK CLOSELY WITH THE TEACHERS COLLEGE READING AND WRITING PROjECT?

The Teachers College Reading and Writing Project is eager to work with schools in New York City—public, charter, and private—and with schools in surrounding suburbs, in districts across the United States, and in distant corners of the world. Requests exceed our capacity but we regularly forge relationships with new schools and are eager to talk with you about that possibility. These relationships sometimes include providing on-site institutes as well as professional development during the school year and participation in conference days held at Teachers College, Columbia University.

For further information about this please email us at contact@readingandwritingproject.com.

ON-SITE WORK IN SCHOOLS

Staff Development: Throughout the year, we provide on-site PD involving dem-onstration teaching, curriculum development, and support for assessment work. All our professional development is aligned to the Common Core Standards. On-

site work usually involves a school’s entire faculty and supports reading, writ-ing, content area literacy, and the Common Core Standards, it may, however, focus on any one of these. The cost is approximately $1,750-$1,900/day. NYC public school rates are significantly reduced.

P r o j e c t E v e n t s 2 0 1 1 3

P r o f e s s i o n a l D e v e l o p m e n t O f f e r i n g s

CONFERENCES FOR TEACHERS

Over 150 conference days are offered each year on topics including reading, writ-ing, phonics, content area literacy, assessments, the Common Core Standards, data-based instruction, and so forth. Each day is tailored to a specific cluster of grade levels, K-8. The days are staffed by Project leaders as well as national literacy leaders. The conferences offered for 2010-2011 can be viewed on our website. The 2011-2012 calendar of conference days will be available June 2011. The 2010-11 cost of these days is $50/day, with reduced rates for NYC schools receiving on-site staff development.

LITERACY COACH GROUPS

Designed to support literacy coaches in learning to do the same staff development that the Project’s staff provide, coaching groups are small, intensive courses which meet approximately one day every other week, usually in schools. Participants receive coaching in their work as teacher-educators, design curriculum, plan study groups and courses for teachers, draft and revise language policies, support each other with predictable problems, and receive extensive feedback on their work as literacy coaches. Some coach groups focus especially on content area literacy or data-based assessment.

PARENT CONFERENCE DAYS

The Project provides half a dozen conference days each year, designed to help parents support their children as readers and writers. These days include many break-out sessions tailored to particular age-groups. Sample schedules are available on our website.

ASSISTANT PRINCIPAL STUDY GROUPS

Monthly conference days are held at TC to support assistant principals. Each day offers an array of workshops led by senior Project leaders, as well as on-going study groups led by mentor superintendents.

PRINCIPAL STUDY GROUPS

One Wednesday a month, school leaders convene to hear guest speakers including Stephanie Harvey, James Comer, Tim Rasinski, Ernest Morrell, Michael Fullan and others, followed by work in small study groups with Project leaders. These are open to schools receiving intensive staff development.

LEADERSHIP AND SPECIALTY GROUPS

Most of the current Project staff developers and teacher-leaders have emerged from the organization’s most rigorous structure: leader groups for teachers. Every year, leadership groups convene a small cadre of expert teachers who study a topic of special interest.

2010-2011 groups focus on content area literacy, comprehension pathways, small group work, technology and other topics.

See our website for more information on any of these offerings.

Contact the Project (212) 678-3104Email: contact@readingandwritingproject.com www.tc.readingandwritingproject.com

29TH ANNUAL jULY INSTITUTE ON THE

T e a c h i n g o f W r i t i n g Monday, june 27 – Fr iday, july 1, 2011

9:00 a.m. – 4:00 p.m.

SPEAKERS

C a r l A n d e r s o n is the author of Assessing Writers and How’s it Going?His latest project is a book series: Strategic Writing Conferences.

L u c y C a l k i n s , Founding Director of the Teachers College Reading and Writing Project, is the author or co-author of more than a score of books, including: The Art of Teaching Reading, The Art of Teaching Writing, and three series: Units of Study for Primary Writing, Units of Study for Writing, Grades 3-5, and Units of Study for Reading, Grades 3-5. Calkins is the Robinson Professor of Children’s Literature at Teachers College where she also co-directs the Literacy Specialist Program.

M a r y E h r e n w o r t h , Deputy Director for Middle Schools at the TeachersCollege Reading and Writing Project, is the co-author of many books including The Power of Grammar and two of the books in Units of Study for Teaching Reading.

L e e B e n n e t t H o p k i n s ’ s poetry anthologies include Days to Celebrate and Marvelous Math, which won a Parents’ Choice Gold Award and was a Reading Rainbow selection. He has also received a Christopher Award and the University of Southern Mississippi’s Medallion for “lasting contributions to children’s literature.”

D o u g R e e v e s is the Founder of the Leadership and Learning Center, and author of more than 20 books on assessment, accountability, standards and their relationship to writing.

S a r a h W e e k s is an award-winning author of many books for children in-cluding the best selling novel, So B. It. She has also written the popular Guy series, including Regular Guy, Guy Wire, Guy Time, and My Guy.

4 P r o j e c t E v e n t s 2 0 1 1

HIGHLIGHTS OF THE INSTITUTE

This institute is designed for educators,

classroom teachers, school administrators,

and curriculum specialists who are committed

to turning classrooms into richly literate

reading and writing workshops. The following

is a partial list of topics that will be studied:

t Curriculum development in the

teaching of writing

t Creating ambitious goals that encourage

independence, volume, qualities of good

writing and craft

t Genre studies in writing essays, short

fiction, and informational texts

t Methods of holding students account-

able for doing their best work

t Teaching reading in the writing workshop

t Classroom structures that support in-

quiry and collaboration

t Informational writing and writing to learn

t Aligning writing curriculum to the

Common Core Standards

t Toolkits, charts and other resources that

support writers in revision

t Using note-taking, feature articles, blogs,

wikis and nings to research

P r o j e c t E v e n t s 2 0 1 1 5

29th Annual July Institute on the Teaching of Writing Monday, June 27 – Friday, July 1, 2011

jULY WRITING INSTITUTE SCHEDULE

First year participants spend half of the day in one of five large group sections. F i r s t Y e a r P a r t i c i p a n t s The large group sections support specific grade levels: Kindergarten, 1st grade,2nd

grade, 3rd – 5th grades, and 6th – 8th grades. For the other half of the day, participantswork in small, interactive sections to develop the skills necessary to teach writing well (organized by grade level/background with the project).

In order to create schools in which young people thrive as readers and writers, A d m i n i s t r a t o r sit is crucial that administrators as well as teachers receive support in the complex and critical task of curricular leadership. This institute will include sections for principals, and workshops and discussion groups to support assistant principals, coaches, and staff developers.

Principals who are returning should choose from the advanced sections and may A d m i n i s t r a t o r s , r e t u r n i n g schedule times to meet with a Project leader to discuss their schools.

Advanced participants select morning and afternoon sessions from the advanced A d v a n c e d ( r e t u r n i n g )sections (below).

ADVANCED SESSIONS

a n d S t a f f D e v e l o p e r s

P a r t i c i p a n t s

M o r n i n g S e s s i o n sA. Assessment-Based Writing Instruction: Use a Study of Student Work to

Generate Goals and Systems for Recording Progress Towards Those Goals (K-2). Carl Anderson

B. Bring Our Knowledge of the Ways Readers Tackle Texts of Increasing Difficulty into the Writing Workshop: Writing Supports Reading (K-2). Amanda Hartman

C. Mentor Texts Can Lift the Quality of Students’ Writing: Personal Narrative, Fiction and Fairytale Texts Brim with Craft Lessons (1-2). Christine Holley

D. The Crucial Link Between Students’ Productivity and Their Progress: How Can Our Teaching Rally Students to Work with Increasing Zeal, Independence and Purpose? (3-8). Cory Gillette

E. By Teaching Deep Revision, We Teach Craft, Independence, and Reading-Writing Connections (3-8). Maggie Beattie

F. As Students Become Stronger, We Need a Bigger Repertoire of Strategies to Help Good Writers Become Great (3-8). Sara Kugler

G. Writers of Literary Texts Can Learn to Read with X-Ray Vision: Authorial Decisions Support Meaning (3-8). Mary Ehrenworth

A f t e r n o o n S e s s i o n sH. Informational Writing in the Writing Workshop and Across the Day:

Ambitious Goals and Rigorous Curriculum Can Support Student Progress (K-2). Alison Porcelli

I. Teach Youngsters to Write Opinion/Information Texts: New Assessments Guide Curriculum (K-2). Dahlia Dallal

J. Toolkits, Charts and Other Resources That Support Writers in Revision and Writerly Craft (K-2). Kristi Mraz

K. Develop a Wide Repertoire of Teaching Strategies for Motivating and Enabling Struggling and Resistant Writers (3-8). Colleen Cruz

L. Harness the Power of Writing-to-Learn and Reading-Writing Connections to Engine Cross-Curricular Informational Writing Units (3-8). Lucy Calkins

M. Use Performance Assessments to Support the Development of Essay Writing (3-8). Chris Lehman

N. Assessment-Based Writing Instruction: Use a Study of Student Work to Generate Goals and Systems for Recording Progress Towards Those Goals (3-8). Carl Anderson

SPEAKERS L u c y C a l k i n s , Founding Director of the Teachers College Reading and Writing Project, is the author or co-author of more than a score of books, including: The Art of Teaching Reading, The Art of Teaching Writing, and three series: Units of Study for Primary Writing, Units of Study for Writing, Grades 3-5, and Units of Study for Reading, Grades 3-5. Calkins is the Robinson Professor of Children’s Literature at Teachers College where she also co-directs the Literacy Specialist Program.

K a t h y C o l l i n s , a former TCRWP staff member, is the author of Growing Readers: Units of Study in the Primary Classroom and Reading for Real: Teach Students to Read with Power, Intention and Joy in K-3 Classrooms. She is a frequent keynote speaker and presenter at Project institutes and Saturday Reunions.

M a r y E h r e n w o r t h ,Deputy Director for Middle Schools at the Teachers College Reading and Writing Project, is the author of Looking to Write and co-author of The Power of Grammar. She is co-author of two books in Units of Studyfor Teaching Reading.

R a l p h F l e t c h e r is the author of over a score of books, including profes-sional literature such as Teaching the Qualities of Writing and A Writer’s Notebook. He has written books for children, including Fig Pudding, Harvest Moon, and Marshfield Dreams, and anthologies of poetry.

J a m e s H o w e is the author of many beloved, award-winning children’s books, including the best-selling Bunnicula series that won ten children’s choice awards. Howe wrote the young adult novels The Misfits and The Watcher, as well asother novels, nonfiction, adaptations of classic stories, and screenplays for television.

P e t e r J o h n s t o n is author of the critically important book Choice Words: How Our Language Affects Children’s Learning. This book aims to help teachers understand the power of their words and how language affects learning and literacy development. Johnston’s other titles include Knowing Literacy: Constructive Literacy Assessment and Running Records. He is a professor at the State University of New York at Albany.

J e f f r e y W i l h e l m is the author and co-author of sixteen texts about litera-cy teaching, including Fresh Takes on Teaching Literary Elements. He is a professor of English Education at Boise State University and the founding director of the Maine Writing Project and the Boise State Writing Project.

18TH ANNUAL jULY INSTITUTE ON THE

T e a c h i n g o f R e a d i n gTuesday, july 5 – Saturday, july 9, 2011

9:00 a.m. - 4:00 p.m.

6 P r o j e c t E v e n t s 2 0 1 1

HIGHLIGHTS OF THE INSTITUTE

t The central role of curriculum develop-

ment in the teaching of reading

t Units of study in the reading workshop

t Comprehension strategy instruction

t The importance of assessment-based

instruction

t Methods of holding students

accountable for doing their best work

t Teaching interpretation, synthesis,

and critical reading

t Classroom structures that support

inquiry and collaboration

t Supporting cross-textual work in

nonfiction

t Reading across the curriculum

P r o j e c t E v e n t s 2 0 1 1 7

18th Annual July Institute on the Teaching of Reading Tuesday, July 5 – Saturday, July 9, 2011

M o r n i n g S e s s i o n sA. Deeply Understanding Levels of Text Difficulty Is Just the Start of It—The Real

Work Involves Inventing the Tools, Methods and Curriculum to Hoist Kids Beyond Their Current Level (K-1). Christine Cook Robson

B. Bring Our Knowledge of the Ways Readers Tackle Texts of Increasing Difficulty into the Writing Workshop: Using Writing to Support Reading (K-2). Amanda Hartman

C. Most Struggling Readers Are Derailed Especially by Comprehension: Minilessons, Small Group Work and Classroom Structures That Make It Almost Impossible for Readers to Hide, Coast, or Tune Out (1-2). Kathy Collins

D. Using Small Group Work and a Study of Student Work to Support Skill- Development Within and Beyond Units of Study (3-8). Jen Serravallo

E. Using Theme-Based Text Sets to Teach Higher Level Comprehension Skills (3-8). Cory Gillette

F. Using Performance Assessments of Fiction Reading to Ratchet Up Higher- Level Thinking Skills (3-8). Kathleen Tolan

G. Writers of Literary Texts Can Learn to Read with X-Ray Vision: Authorial Decisions Support Meaning (3-8). Mary Ehrenworth

A f t e r n o o n S e s s i o n sH. Inference, Prediction and Compare & Contrast Can Be Taught with Rocks and

Wheels as Well as Poems and Books: Designing and Teaching Nonfiction Units of Study (K-2). Shanna Schwartz

I. Helping Kids Use What They Learn in Word Study as They Read and Write, with Independence and Within a Community of Word Solvers (K-2). Enid Martinez

J. Using Scaffolds to Support Skill Development Within and Beyond Units of Study: Small Group Work and Beyond (1-2). Natalie Louis

K. Literacy in the Social Studies Classroom (3-6). Kathleen TolanL. Powerful New Ways to Help Struggling Readers Develop Essential Skills (3-6).

Colleen CruzM. Help Readers Progress Along Trajectories of Nonfiction Comprehension:

Use Performance Assessments to Make Our Teaching Data-Based and Powerful (3-8). Lucy Calkins

N. Nonfiction Text Sets: Small Collections of Related Texts to Help Readers Explore Point of View, Interpretation and Critical Reading (3-8). Cory Gillette

jULY READING INSTITUTE SCHEDULE

First year participants spend half of the day in one of five large group sections. F i r s t Y e a r P a r t i c i p a n t s The large group sections support specific grade level(s): Kindergarten,1st grade, 2nd grade, 3rd – 5th grades, and 6th – 8th grades. For the other half of the day,participants work in small, interactive sections to develop the skills necessary to teach reading well (organized by grade level/background with the Project).

In order to create schools in which young people thrive as readers and writers, A d m i n i s t r a t o r sit is crucial that administrators as well as teachers receive support in the complex and critical task of curricular leadership. This institute will include sections for principals, and workshops and discussion groups to support assistant principals, coaches, and staff developers.

Principals who are returning should choose from the advanced sections and may A d m i n i s t r a t o r s , r e t u r n i n g schedule times to meet with a Project leader to discuss their schools.

Advanced participants select morning and afternoon sessions from the advanced A d v a n c e d ( r e t u r n i n g )sections (below).

ADVANCED SESSIONS

a n d S t a f f D e v e l o p e r s

P a r t i c i p a n t s

9TH ANNUAL AUGUST INSTITUTE ON THE

T e a c h i n g o f R e a d i n gMonday, August 8 – Fr iday, August 12, 2011

9:00 a.m. – 4:00 p.m.

TOPICS TO bE DISCUSSED WILL INCLUDE:

t The central role of curriculum develop-ment in the teaching of reading

t Units of study in the reading workshop

t Comprehension strategy instruction

t The importance of assessment-based instruction

t Methods of holding our students accountable for doing their best work

t Teaching interpretation, synthesis,and critical reading

t Classroom structures that support inquiry and collaboration

t Supporting cross-textural work innonfiction

t Reading across the curriculum

SPEAKERS

Lucy Calkins, Founding Director of the Teachers College Reading and WritingProject, is the author or co-author of more than a score of books, including: The Art of Teaching Reading, The Art of Teaching Writing, and three series: Units of Study for Primary Writing: A Yearlong Curriculum, Units of Study for Writing, Grades 3-5, and Units of Study for Teaching Reading, Grades 3-5. Calkins is the Robinson Professor of Children’s Literature at Teachers College.

K a t h y C o l l i n s , a former TCRWP staff member, is the author of Growing Readers: Units of Study in the Primary Classroom and Reading for Real: Teach Students to Read with Power, Intention and Joy in K-3 Classrooms. She is a frequent speaker at the Project’s Saturday Reunions and Summer Institutes.

C a r m e n A g r a D e e d y is an award-winning professional storyteller and bestselling author of children’s literature. Notable works include 14 Cows for America and Martina the Beautiful Cockroach. Carmen is a radio contributor and travels across the country and internationally, storytelling for children and adults at festivals and conferences.

M a r y E h r e n w o r t h is Deputy Director for Middle Schools at the Teachers College Reading and Writing Project. She is the author or co-author of many books, including The Power of Grammar and two books in Units of Study for Teaching Reading.

J a m e s H o w e is the author of many beloved children’s books, including the best-selling Bunnicula series which won ten children’s choice awards. Howe wrote the young adult novels The Misfits and The Watcher, as well as other novels, nonfiction, adaptations of classic stories, and screenplays for television.

E l l i n K e e n e is the author of To Understand and co-author of Mosaic of Thought. Keene currently leads professional learning through on-site work and workshops on what it means to comprehend.

N a o m i S h i h a b N y e is the author of numerous books of poems, includ-ing You and Yours, which received the Isabella Gardner Poetry Award, 19 Varieties of Gazelle: Poems of the Middle East, Fuel, Red Suitcase, and Hugging the Jukebox. She has also written picture books and novels and essays for young adults. Nye gives voice to her experience as an Arab-American, addressing topics such as heritage and peace.

8 P r o j e c t E v e n t s 2 0 1 1

P r o j e c t E v e n t s 2 0 1 1 9

9th Annual August Institute on the Teaching of Reading Monday, August 8 – Friday, August 12, 2011

f o r t h e f i r s t t i m e

M o r n i n g S e s s i o n sA. Deeply Understanding Levels of Text Difficulty Is Just the Start of It—The Real Work

Involves Inventing the Tools, Methods and Curriculum to Hoist Kids Beyond Their Current Level (K-1). Beth Moore

B. Bring Our Knowledge of the Ways Readers Tackle Texts of Increasing Difficulty into the Writing Workshop: Using Writing to Support Reading (K-2). Amanda Hartman

C. Most Struggling Readers Are Derailed Especially by Comprehension: Minilessons, Small Group Work and Classroom Structures That Make It Almost Impossible for Readers to Hide, Coast, or Tune Out (1-2). Kathy Collins

D. Using Small Group Work and a Study of Student Work to Support Skill-Development Within and Beyond Units of Study (3-8). Jen Serravallo

E. Using Theme-Based Text Sets to Teach Higher Level Comprehension Skills: A Book Club and Writing-About-Reading Unit (3-8). Emily Smith

F. Writers of Literary Texts Can Learn to Read with X-Ray Vision: Authorial Decisions Support Meaning (3-8). Mary Ehrenworth

G. Using Performance Assessments of Fiction Reading to Ratchet Up Higher-Level Thinking Skills (3-8). Shana Frazin

A f t e r n o o n S e s s i o n sH. Inference, Prediction and Compare & Contrast Can Be Taught with Rocks and

Wheels as Well as Poems and Books: Designing and Teaching Nonfiction Units of Study (K-2). Shanna Schwartz

I. Helping Kids Use What They Learn in Word Study as They Read and Write, Both with Independence and Within a Community of Word Solvers (K-2). Enid Martinez

J. Using Scaffolds to Support Skill Development Within and Beyond Units of Study: Small Group Work and Beyond (1-2). Natalie Louis

K. Literacy in the Social Studies Classroom (3-6). Kathleen TolanL. Powerful New Ways to Help Struggling Readers Develop Essential Skills (3-6).

Jen SerravalloM. Help Readers Progress Along Trajectories of Nonfiction Comprehension: Use

Performance Assessments to Make Our Teaching Data-Based and Powerful (3-8). Shana Frazin

N. Nonfiction Text Sets: Small Collections of Related Texts to Help Readers Explore Point of View, Interpretation and Critical Reading (3-8). Kate Roberts

AUGUST READING INSTITUTE SCHEDULE

Primary grade teachers will be divided into sections organized by grade level/ K - 2 t e a c h e r s , a t t e n d i n g background with the Project. All primary grade teachers will attend a large group section and a small, grade/experience-specific section that will cover such topics as units of study across the year, assessing and planning for work with individuals and small groups, the components of balanced literacy, comprehension strategies, and methods for teaching.

Upper grade participants will be divided into sections organized by grade level/back- 3 - 5 t e a c h e r s , a t t e n d i n gground with the Project. Upper grade teachers attending their first Teachers College reading institute will attend a large group section and a small, grade/experience-specific section that will cover such topics as comprehension strategies, read aloud and account- able talk, small group work, writing about reading, book clubs, and methods of teaching.

Teachers of grades 5 through 8 will attend a large group section and will also attend 5 - 8 t e a c h e r s , a t t e n d i n g a small group section that will cover such topics as time management, comprehension strategies, interpretation and critical thinking, writing about reading, and book clubs. There will be separate sections for teachers who work in high-need urban schools.

Advanced participants will choose from sections on specialized topics (below). K - 8 t e a c h e r s , r e t u r n i n g

We recommend that administrators and staff developers select a grade level and attend A d m i n i s t r a t o r ssections alongside teachers. (Sections designed specifically for principals are offered at this summer’s July Writing and July Reading Institutes – see pages 5 and 7 respectively for more information.)

ADVANCED SESSIONS

f o r t h e f i r s t t i m e

f o r t h e f i r s t t i m e

18TH ANNUAL AUGUST INSTITUTE ON THE

Teaching of WritingMonday, August 15 – Fr iday, August 19, 2011

9:00 a.m. – 4:00 p.m.

SPEAKERS

C a r l A n d e r s o n is the author of the acclaimed books: Assessing Writers and How’s it Going? A Practical Guide to Conferring with Student Writers. His latest projectis a book series: Strategic Writing Conferences: Smart Conversations That Move Young Writers Forward.

L u c y C a l k i n s , Founding Director of the Teachers College Reading and Writing Project, is the author or co-author of more than a score of books includ-ing: The Art of Teaching Reading, The Art of Teaching Writing, and three series: Units of Study for Primary Writing, Units of Study for Writing: Grades 3-5, and Units of Study for Teaching Reading, Grades 3-5. Calkins is the Robinson Professor of Children’s Literature at Teachers College, Columbia University, where she also co-directs the Literacy Specialist program.

M a r y E h r e n w o r t h is Deputy Director for Secondary Schools at the Teachers College Reading and Writing Project. She is the author of Looking to Write and co-author of The Power of Grammar. She is co-author of two books in Units of Study for Teaching Reading, Grades 3-5.

G e o r g i a H e a r d , the internationally beloved poet and author, is well-loved for titles including: For the Good of the Earth and Sun: Teaching Poetry and Awakening the Heart: Exploring Poetry in Elementary and Middle School, and Falling Down the Page. She is co-author of Climb Inside a Poem: Original Poems for Children, a Firsthand Project published by Heinemann. Georgia consults in schools throughout the country, teaching writing and poetry.

K e v i n H e n k e s is an award-winning author and illustrator of numerous pic-ture books for children, including the beloved “mouse books” that feature Chester, Chrysanthemum, Julius, Lilly, Owen, Shelia Rae, Wemberly and Wendell, as well as a score of novels for children and young adults, including Bird Lake Moon.

HIGHLIGHTS OF THE INSTITUTE

This institute is designed for educators,

classroom teachers, school administrators,

and curriculum specialists who are commit-

ted to turning classrooms into richly literate

reading and writing workshops. The following

is a partial list of topics that will be studied:

t Curriculum development in the teaching

of writing

t Creating ambitious goals that encourage

independence, volume, qualities

of good writing and craft

t Genre studies in writing essays, short

fiction, and informational texts

t Methods of holding students

accountable for doing their best work

t Teaching reading in the writing workshop

t Classroom structures that support

inquiry and collaboration

t Informational writing and writing to learn

t Aligning writing curriculum to the

Common Core Standards

t Toolkits, charts and other resources that

support writers in revision

t Using note-taking, feature

articles, blogs, wikis and

nings to research

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P r o j e c t E v e n t s 2 0 1 1 11

18th Annual August Institute on the Teaching of Writing Monday, August 15 – Friday, August 19, 2011

M o r n i n g S e s s i o n sA. Small Group Work and Conferring: It Is Feedback That Engines Student Growth and

Keeps Our Curriculum Continually Renewed and Responsive (K-2). Carl AndersonB. Bring Our Knowledge of the Ways Readers Tackle Texts of Increasing Difficulty into

the Writing Workshop: Writing Supports Reading (K-2). Amanda HartmanC. Mentor Texts Can Lift the Quality of Students’ Writing: Personal Narrative, Fiction

and Fairytale Texts Brim with Craft Lessons (1-2). Monique KnightD. Narrative Craft in Fiction and Fantasy Writing (3-8). Colleen Cruz E. By Teaching Deep Revision, We Teach Craft, Independence, and Reading-Writing

Connections (3-8). Maggie Beattie F. As Students Become Stronger, We Need a Bigger Repertoire of Strategies to Help

Good Writers Become Great (3-8). Sara Kugler G. Develop a Wide Repertoire of Teaching Strategies for Motivating and Enabling

Struggling and Resistant Writers (3-8). Kate Roberts

A f t e r n o o n S e s s i o n sH. Informational Writing in the Writing Workshop and Across the Day:

Ambitious Goals and Rigorous Curriculum Can Support Student Progress (K-2). Alison Porcelli

I. Teach Youngsters to Write Opinion/Information Texts: New Assessments Guide Curriculum (K-2). Dahlia Dallal

J. Toolkits, Charts and Other Resources That Support Writers in Revision and Writerly Craft (K-2). Kristi Mraz

K. Assessment-Based Writing Instruction: Use a Study of Student Work to Generate Goals and Systems for Recording Progress Towards Those Goals (3-8). Carl Anderson

L. Small Group Work and Conferring: It Is Feedback That Engines Student Growth and Keeps Our Curriculum Continually Renewed and Responsive (3-8). Cory Gillette

M. Harness the Power of Writing-to-Learn to Engine Cross-Curricular Informational Writing Units (3-8). Colleen Cruz

N. Use Performance Assessments to Support the Development of Essay Writing (3-8). Kate Roberts

AUGUST WRITING INSTITUTE SCHEDULE

First year participants spend half of the day in one of five large group sections. F i r s t Y e a r P a r t i c i p a n t s The large group sections support specific grade levels: Kindergarten, 1st grade, 2nd

grade, 3rd – 5th grades, and 6th – 8th grades. For the other half of the day, participantswork in small, interactive sections to develop the skills necessary to teach writing well (organized by grade level/background with the Project).

We recommend that administrators and staff developers select a grade level and A d m i n i s t r a t o r sattend sections alongside teachers. (Sections designed specifically for principals are offered at this summer’s July Writing and July Reading Institutes – see pages 5 and 7 respectively for more information.).

Advanced participants select morning and afternoon sessions from the advanced A d v a n c e d ( r e t u r n i n g )sections (below).

ADVANCED SESSIONS

a n d S t a f f D e v e l o p e r s

P a r t i c i p a n t s

Applications will be available online (only) beginning on February 14, 2011. Visit our website at tc.readingandwritingproject.com

Payment is due within 10 days of your acceptance. Requests for exceptions to this deadline must be submitted in writing before the ten day period is over. Instructions for making such a request will be included in your acceptance email. See page 13 for application guidelines, payment procedures and other details about the application process.

. N O T E !A p p l i c a t i o nP r o c e d u r e s

IMPORTANT DATES 2011-12

t Monday, February 14: Applications for summer institutes available online at www.tc.readingandwritingproject.com/institutes

t Monday, March 14: Priority will be given to applicants who apply prior to March 14. After this date, applications will be reviewed on a rolling basis asthey are received. After an applicant has been accepted at an institute, withdrawal from the institute before May 27 (for institutes in July) or June 15(for institutes in August) involves a $75 penalty fee.

t Saturday, March 19: Saturday Reunion, with speakers Jon Scieszka, Lucy Calkins, Carl Anderson, Stephanie Harvey, and the TCRWP staff. The day will offer more than 125 workshops.

t Friday, May 27: Last day to withdraw from either July institute. After this date, the full institute fee will be charged. (see page 14)

t Wednesday, June 15: Last day to withdraw from either August institute. After this date, the full institute fee will be charged. (see page 14)

t Monday, June 27 – Friday, July 1: Institute on the Teaching of Writing

t Tuesday, July 5 – Saturday, July 9: Institute on the Teaching of Reading (Tuesday through Saturday)

t Monday, August 8 – Friday, August 12: Institute on the Teaching of Reading

t Monday, August 15 – Friday, August 19: Institute on the Teaching of Writing

t Saturday, October 22: Saturday Reunion. Naomi Shihab Nye, Keynote Speaker

t Saturday, March 24, 2012: Saturday Reunion. Pam Muñoz Ryan,Keynote Speaker

APPLICATION INFORMATION

Applications will be processed as they are submitted and you will receive an email that your application was received. Priority will be given to applicants who apply before March 14. You will receive electronic notification of your status within three to four weeks of submission.

T h e 2 0 1 1 S u m m e r I n s t i t u t e s

12 P r o j e c t E v e n t s 2 0 1 1

P r o j e c t E v e n t s 2 0 1 1 13

APPLICATION PROCEDURES

Applications will be processed as they are submitted. You will receive electronic notifica-tion of your status within three to four weeks of submission. If you have trouble with the application process, please phone 1-888-RWP-SUMI (1-888-797-7864) or (212) 678-3104. Payment is due within 10 days of your acceptance.

PAYMENT METHODS AND DEADLINES The institutes may be paid for by credit card, debit card or purchase order (NYCDOE applicants may submit a signed work order until purchase orders for 2012 are available). Payment is due within 10 days of notification of your acceptance. Before the payment deadline expires you will receive a reminder message. Requests for time extensions will be considered on a case-by-case basis. While we try to make accommodations whenever necessary, we reserve the right to withdraw applications if payment has not been made on time.

Purchase Orders must not cover more than one applicant. Multiple applicants on a single PO will be returned. Accepted applicants who withdraw may be charged a fee. See withdrawal policy on the next page.

NONCREDIT FEESThe noncredit registration fee for 2011 summer institutes is $675 ($625 plus a $50 materials fee) per person, per institute.*

NYC DOE personnel and teachers receive a reduced rate for 2011 summer institutes of $600 ($550 plus a $50 materials fee) per person, per institute.*

*Included in all registration fees is a $75 non-refundable application and processing fee. Accepted applicants who withdraw before the deadline will be charged this fee. Those who withdraw after the deadline will be charged the entire institute fee. See page 12 for details about deadlines.

CREDIT FEESInstitutes are offered for graduate credit through TC. Each credit costs $1,178, or three graduate credits for a total of $3,604 ($1,178 per credit, plus a $70 special course fee).If you wish to earn credit but have not been previously admitted to Teachers College, you must submit proof of baccalaureate (a photocopy is acceptable) and a $65 non-refundable admission fee (in addition to the tuition above plus a $70 special course fee). When you register on a noncredit basis, you may not change your enrollment to credit (or vice versa) once the workshop begins. Students must attend all sessions, submit a ten-page paper and read professional literature.

All institutes can be taken for 3 credits and the writing institutes can be taken for 6 credits. A limited number of students can attend the August Reading and Writing Institutes for 1 credit.

1 Credit Option: Pass/fail. The participant must attend all sessions and submit a process logfor evaluation. The total cost is $1,248 ($1,178 per credit, plus the $70 special course fee).

3 Credit Option: Pass/fail. The participant must attend all sessions and submit a ten-page paper in addition to the process log. The total cost is $3,604($1,178 per credit, plus the $70 special course fee).

6 Credit Option: Pass/fail. The participant must attend all sessions, read assigned pro-fessional literature, submit a ten-page paper, participate in two additional days or evenings (TBA), and submit another fifteen-page paper on a topic relevant to your work during the institute. The total cost is $7,138 ($1,178 per credit, plus the $70 special course fee).

CT 5850: Reading/Writing Connections: This course number is used for advanced sections during the writing and reading institutes, and may be taken for 1 or 3 credits. Limited space is available and permission is required. There are prerequisites to this course.

Applications will be available online (only) beginning on February 14, 2011. Visit our website at tc.readingandwritingproject.com

Payment is due within 10 days of your acceptance.

. N O T E !A p p l i c a t i o nP r o c e d u r e s

Frequently Asked Questions About the Summer InstitutesWHAT CRITERIA IS USED TO DECIDE WHO GETS ADMITTED?

We tend to give priority to:

t Returning teachers who are applying to both a reading and writing institute.

t Teachers who demonstrate a commitment to our work and who function as lead-teachers.

t Teachers in schools who receive Project professional development or support similar to ours.

t Administrators who apply with a team of teachers.

t Teachers who apply to sections that are not full.

We keep a waiting list for applicants we are unable to accept right away. If a slot opens, we phone to confirm your availability and activate your application.

CAN I RECEIVE A RECEIPT FOR DISTRICT/REGIONAL REIMbURSEMENT?

Your acceptance letter and your canceled check or credit card statement serves as your receipt.

WHAT HAPPENS IF I NEED TO WITHDRAW FROM THE INSTITUTES?

If you need to withdraw, you must do so in writing by email to registration@readingandwrit-ingproject.com. If you withdraw from any institute, you will be charged a withdrawal fee of $75.00. If you withdraw from the July Institutes after May 27, you will forfeit your entire fee. If you withdraw from the August Institutes after June 15, you will forfeit your entire fee.

WHAT HAPPENS IF I CHANGE SCHOOLS?

If you applied and personally paid your registration fee for an institute(s), you are entitled to keep your slot regardless of your change of school. However, if your school, district or region has paid (or agreed to pay) for your slot and you have left that school, we cannot promise to hold your place. The original payee (your school district or region) may request to send some-one in your place. They will be charged the processing withdrawal fee (see deadlines above) to do so. You may reapply with a letter describing your circumstances and submit an alternate form of payment to the institute(s).

WHAT IS YOUR ATTENDANCE POLICY?

In order to receive a perfect attendance certificate, you must attend every section workshop, on time, each day of the institute.

CAN I EARN IN-SERVICE CREDIT FOR ATTENDING THE INSTITUTES?

Yes. Through the ASPDP we provide (P) credit for New York City teachers with a current file number. To receive P-credit, you must sign in each morning at a designated location (gen-erally the help desk), have perfect attendance in all sections, fill out the required on-line application at http://schools.nyc.gov/Teachers/aspdp, and submit a certified check or money order for $125 to the designated TCRWP staff member. This $125 fee is separate from the Teachers College Reading and Writing Project summer institute fee. We do not have struc-tures in place for non-NYC teachers to receive in-service credit. Please check with your district regarding requirements for in-service credit.

SERVICES FOR STUDENTS WITH DISAbILITIES

Individuals with disabilities are invited to request reasonable accommodations including, but not limited to sign language interpretation, Braille or large print materials, and a campus map of accessible features. While every attempt will be made to fulfill all requests for reasonable accommodations regardless of when these requests are made, making requests two weeks prior to the date of the event will ensure that accommodations will be provided. To request disability-related accommodations contact OASID at oasid@tc.edu , (212) 678-3689, (212) 678-3853 TTY, (866) 624-3281 video phone, as early as possible.

HOUSING INFORMATION

The cost of lodging for the institutes is not included in your registration fee. Please make reservations as soon as your acceptance has been confirmed. Although the Project does not handle housing arrangements, there are accommodations near the College. The closest places include:

Teachers College Residence Halls, 517 West 121st Street, (212) 678-3235, housing@tc.columbia.edu .

There are 2 options: Summer conference housing and Guest housing rooms.

F To apply for summer conference housing, follow the instructions on the TC Office of Residential Services website www.tc.edu/housing (click on the sidebar under “housing options” then “summer conference housing”). Cost per night ranges from $85-$145. Check-in is after 2:00 p.m., Monday-Friday. Check-out is by 10:00 a.m.

F Guest housing is Teachers College hotel styleaccommodations. There are 15 rooms which can be booked year round. Cost per night ranges from $115-$170. Please note these prices are subject to change. Check-in is after 2:00 p.m. Check-out is by 10:00 a.m. Luggage Storage is available.

Union Theological Seminary, 3041 Broadway at 121st Street, (212) 280-1313, landmark@uts.columbia.edu

Landmark Guest rooms at Union Theological are conveniently located across the street from Teachers College. For possible accommodations, follow the instructions on the website, http://www.utsnyc.edu (click on sidebar under “guest rooms” then “ landmark guess rooms”). Cost per night: Single-$135; double-$165 not including taxes. Check-in is any time after 2:00 p.m. Check-out time is by 11:00 a.m.

When reserving housing at any of the above locations, be sure to mention that you are attending a Teachers College Reading and Writing Project Institute. Space is limited; therefore, we strongly recommend that you reserve your room early.

Other lodging nearby (but requiring a short subway trip or cab ride) includes:

t Beacon Hotel, 2130 Broadway (at 75th Street),(212) 787-1100

t Comfort Inn, 31 West 71st Street,(212) 721-4770

t Courtyard New York Manhattan/Upper East Side, 410 East 92nd Street, (212) 410-6777

t Days Inn, 215 West 94th Street, (212) 866-1357

t Excelsior Hotel, 45 West 85th Street,(212) 362-9200

t Lucerne Hotel, 201 West 79th Street,(212) 875-1000

t On the Avenue, 2178 Broadway,(212) 362-1100

14 P r o j e c t E v e n t s 2 0 1 1

For one Saturday in both the spring and the fall, the TCRWP always opens its doors to thousands of educators from all over the country. Each Saturday Reunion offers more than 125 workshops, keynotes and closings on numerous topics, such as: using assessment to inform instruction, writing-to-learn across the curriculum, critical reading, writing persuasive speeches, tailoring book clubs to support diverse readers, drama in the K-1 classroom, and more. Senior Project staff, including Lucy Calkins and all TCRWP staff developers present on each of these Saturdays.

M a r c h 1 9 , 2 0 1 1 K e y n o t e S p e a k e r : J o n S c i e s z k aJon Scieszka, a former teacher, is a prolific writer of humorous children’s stories. Notable titles include The Stinky Cheese Man, Math Curse, the Time Warp Trio series, and a New York Times Best-Book-of-the-Year winner, The True Story of the Three Little Pigs! by A. Wolf.

O c t o b e r 2 2 , 2 0 1 1 K e y n o t e S p e a k e r : N a o m i S h i h a b N y e Naomi Shihab Nye is the author of numerous books of poems, including You and Yours, which received the Isabella Gardner Poetry Award, 19 Varieties of Gazelle: Poems of the Middle East, Fuel, Red Suitcase, and Hugging the Jukebox. Nye gives voice to her experience as an Arab-American, addressing topics such as heritage and peace.

M a r c h 2 4 , 2 0 1 2 K e y n o t e S p e a k e r : P a m M u ñ o z R y a n is a beloved Project speaker and the author of the wildly popular books Becoming Naomi Leon, and the ALA Top Ten Best Book for Young Adults, Esperanza Rising. She is the National Education Association’s Author re-cipient of the Civil and Human Rights Award, the Virginia Hamilton Award for Multicultural Literature, and is twice the recipient of the Willa Cather Literacy Award for writing.

S a t u r d a y R e u n i o n sMarch 19 & October 22, 2011, & March 24, 2012

Three Days, Each brimming with 125 Workshops and Keynotes

P r o j e c t E v e n t s 2 0 1 1 15

DAVID M. PRICE MEMORIAL

SCHOLARSHIP FUND

We are honored to offer a scholarship for tuition to one of our August institutes. We offer this in memory of David M. Price, a veteran teacher and long-time member of the Teachers College Reading and Writing Project’s community. David had an extraor-dinary passion for helping his students become better readers and writers. To that end, he attended countless Reading and Writing Project Institutes and other professional development events.

If you are interested in applying for the scholarship, please send an essay of no more than 1,000 words via email to contact@read-ingandwritingproject.com by Monday, March 14. Participants taking the institutes for graduate credit are not eligible.

GROWING TEACHERS GRANT

Each of us who lead sections at the summer institutes can name an educator who was our teaching mentor. It’s in gratitude that we offer a $2,000 grant for one person to attend either the July or August Reading Institute. If you plan to support your own colleagues you can apply to this scholarship by writing an essay of 1,000 words stating how you intend to share your knowledge with colleagues. Email to contact@readin-gandwritingproject.com by Monday, March 14.

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A P P L I C A T I O N S W I L L B E AVAILABLE ONLINE ONLY

tc.readingandwritingproject.com

A p p l i c a t i o nP r o c e d u r e s

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