Topic: Lucy Calkins

The new Units of Study Virtual Teaching Resources are designed to supplement the print Units of Study in reading, writing, and phonics. Learn more about how they help teachers adapt instruction for the 2020-21 school year.

Learn more about how the UOS Virtual Teaching Resources were developed to meet social/emotional needs, foster equity, and support virtual/blended learning.

Here is a current list, by product line, of digital resources that will be available this fall for verified product owners.

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

Lucy Calkins and colleagues discuss the challenges involved with teaching and leading during the coronavirus and answer attendees questions.

One way teachers are using their instructional time more efficiently is by teaching content area topics during Reading and Writing Workshops.

In this sample chapter from Lucy Calkins' highly anticipated Teaching Writing, Lucy discusses how she came to the field of writing instruction.

This excerpt from A Guide to the Phonics Units of Study focuses on the importance of high engagement and supporting all members of a learning community.

This week we discuss two of the guiding principles of the Units of Study in Phonics: 1) a lean, efficient curriculum, and 2) going beyond item knowledge.

The following excerpt from the Guide describes 2 of the principles behind the phonics units: teaching for transfer and building on the research of experts.

Reading workshop provides a framework in which we can create the conditions students need to become lifelong readers.

This summer, join Lucy Calkins and other educators from across the country for a live book study on Leading Well!

The last few days of school, which once seemed so far-away we could barely imagine them, are on the horizon, coming into sharper relief and clearer focus every day.

What does a truly kid-driven classroom look like? Reflecting on this question can lead to some powerful decisions.

Strategically planning your daily read-alouds can help you get the most out of this valuable practice.

There are many things that can be done to help students use everything they know even when there isn’t an adult right next to them to remind them to do it.

April is a time of year the time of year when seasons change. From winter to spring for some. From basketball to baseball others. From fiction to nonfiction for others. However, when seasons change, it doesn’t mean we throw out everything and start all over again from scratch.

Consider your nonfiction collection in your own classroom, as well as the way that you use nonfiction texts with your students. Do you read aloud nonfiction for enjoyment? Do your students know how to approach different types of nonfiction reading with different strategies?