Day 1

What is your why?

• Graham,S. (2020).The Sciences of Reading and Writing Must Become More Fully Integrated. Reading Research Quarterly, 55(S1). S35-S44.”

• Treiman, R. & Markson, L. (2016). When do children learn to write? Earlier than you might think. The Conversation.

• A Teacher’s Guide to Getting Started with Beginning Writers (Katie Wood Ray, 2018).

• Optional videos:

  • Episode 13: Science of Reading Interview With Steve Graham

  • Simon Sinek: How great leaders inspire action

Day 2

Which practices maximally impact children’s early writing efforts?

• Tulino, D., Krishnamurthy, S. Fall, M. & Browne, S.(2019) Resisting Anti-Blackness through Counternarratives. English journal, 109 (2), 32-38

• Vasquez, M. (2017) Writing to disrupt inequities: In Critical literacy across the K-6 curriculum (pp. 37-51) Routledge.

• Muhammad, Gholdy, (2020) Toward the Pursuit of Criticality in Cultivating Genius, (pp. 116-133) Scholastic

Day 3

What is an aspect of my literacy practice that I can share with others in this ISI? How can we use our work to “Cultivate Genius” and address our students’ identity, intellect, skills, criticality, and joy?

• • • Jennifer Serravallo -Teaching Writing in Small Groups, pp.6-9, pp.78-86, pp.103-117, pp. 119-133

    • Ouellette and Senechal article on invented Spelling

Day 4

Why are small groups so critical to literacy instruction?

• Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project. Language Arts, 97 (5), 324-329.

• Freire, P. (1983) The importance of the act of reading. Journal of Education, 165 (1), 5-11.

Day 5

How does connecting to one's identity impact literacy learning?

• Compton-Lilly, C. (2006). Identity, childhood culture, and literacy learning: A Case Study. Journal of Early Childhood Literacy. Vol. 6 (1) 57-76.

• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.

• Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34 (3), 159-165.

Day 6

What can we learn from reading recovery and support for young readers?

• Read Chapter 4, Toward the Pursuit of Skills, pp. 82-99, in Cultivating Genius

• Chapter 8, Inquiry Groups, pp. 119-133, in Teaching Writing in Small Groups

• Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (excerpts). Teachers College Press.

• Continue to work on your final project.

Day 7

How do we create conditions in classrooms and schools where teachers take the lead in making instructional decisions that support the students in their care?

• Weiner Ross. Pimentel Susan. Practice What You Teach: Connecting Curriculum & Professional Learning in Schools. The Aspen Institute, 2017. Retrieved from https://www.aspeninstitute.org/wp-content/uploads/2017/04/Practice-What-You-Teach.pdf

• Puntel, C. (2004). Whose core is it? The Voice, 9(3).

• SDP Units of Study

• UFLI website

• What Works Clearinghouse - Writing

Day 8

Learning more about the NWP and professional communities and networks

• Please add resources to the Parking Lot and Shared Resources — 2021 PhilWP Early Literacy ISI on the ISI website for your colleagues.

• Keep working on your final projects!

Day 9

How can we support reading and writing in the early grade?

Be prepared to share the essence of your final project with the group tomorrow.

• “Learning for Justice” website

• Latest executive summary of Science of Reading

Day 10