Katonah - Lewisboro School District

KLSD’s three elementary schools are project schools of Teachers College Reading & Writing Project, one of the world’s most respected providers of professional development in the teaching of literacy. The partnership began this school year and will continue next year.

A cornerstone of the program is the in-school mentoring for classroom teachers. This year, each teacher benefited from five sessions with a staff developer from Teachers College Reading & Writing Project.

The sessions included observing the staff developer lead a mini-lesson during the students' daily writing workshop, and participating in the small group instruction. Teachers also met separately, by grade level, with the staff developer to discuss best practices for nurturing writing skills, ask specific questions, and set next-step goals.

"The staff developers model and coach teachers as they work with students," said Carolann Castellano, Principal of Meadow Pond Elementary School.

KLSD's three elementary school principals also received leadership training with Lucy Calkins, the visionary founding director of Teachers College Reading and Writing Project, and author of "Units of Study for Teaching Reading and Writing," the curriculum used by KLSD.

"We collaborate with the Teachers College consultants and participate in the on-site professional development. This enables us to further the discussions between staff developer visits as well as observe and provide meaningful feedback to teachers as they teach, reflect and refine their writing instruction practices," said Cristy Harris, Principal of Katonah Elementary School.

  Each second grader has been writing a letter to a friend, trying to convince him or her to read a favorite book, such as "Mercy Watson to the Rescue," "Frog and Toad All Year," or "Captain Underpants."

This morning, a group of second grade teachers gather at a classroom table and observe Jessica Somek, a Staff Developer at the Teachers College Reading and Writing Project, lead the lesson.

“Good morning! I’m Miss Somek and I’m here to do some writing with you,” she said to the class. She is commanding and confident, and her voice is expressive and affable.

“Your teacher gave me some of your letters to read,” she said. “They are awesome! You are ready to write longer and more grown up letters.”

“What do you already know about how to convince a friend to read a particular book?” she asked the class. “Turn and talk to your neighbor about it.” 

“I heard you saying things that are really important,” said Miss Somek after a minute, breaking the classroom buzz. “You need to introduce your book, give examples from your book, and make sure to point out things that will appeal to the person you are writing to.”

“Shall we add to this list?” she asked.

Miss Somek held up “Pinky and Rex and the Bully,” an early readers book by James Howe.

“What parts of ‘Pinky and Rex’ can we mention in our letters to convince people to read it?” she asked the class.

 Students called out, “The characters. Your favorite part of the book. The pictures.”  

“Yes!” said Miss Somek. “You need to include examples that support what you are trying to say. This is how you can plan your letter. Watch me.” She wrote specific answers on brightly colored Post-Its and put them on flip chart.

• Pinky is different
• Kevin is a bully
• The pictures are amazing.

“Do you see how you can get students to extend their letter?” Miss Somek said to the teachers.

“Find a spot to work and reread your letter. Ask yourself how you can make it stronger. Check to see that you have included examples about your favorite characters or favorite parts, and what you like about the cover and the title,” Miss Somek said to the students.

“Teachers, let’s gather for a moment,” said Miss Somek.

“You can use a chart of the elements of a review as a floating checklist,” she suggested. “Let the chart do the heavy lifting.”

“I like to use revision strips,” said one teacher. “I think they help students to add onto their writing.”

Miss Somek nodded in agreement. “If there’s no room on the page, this age student doesn’t see where they can add on more.”

“Should they sketch as they work?” asked another teacher.

 “In grades K – 2, it's developmentally appropriate for students to draw as they write," said Miss Somek. "I like to encourage them to jot a word at the top of the page to help them remember what they want to write about.”

“Let’s work with students individually,” said Miss Somek. “Each discussion shouldn’t be long. You are a sprinkler, not a hose. Quickly coach and go. Remember, you are not teaching writing but teaching the writer.”

“They are super capable,” said Miss Somek. “Hats off to you. You are doing a beautiful job here.”

Read an earlier story about Teachers College Reading & Writing Program at KLSD. 

   
Teachers College Reading & Writing Project focuses on dialog as a way of rehearsing and developing the ability to engage in written argument. 

    
Small group interactive writing instruction supports the development and growth of foundational skills, and enables children to transfer the strategies learned to their independent writing.

   
Teachers College Reading  Writing Project finds that students need long stretches of time to work on their writing, along with specific feedback aligned to next steps for them as writers, in order to progress.