Resource Center

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This booklet presents an in-depth look at all the units, tools, and methods for teaching reading and writing, K–8 from Lucy Calkins and Teachers College Reading and Writing Project colleagues. The booklet contains an overview discussion of the reading and writing units of study, unit summaries, an overview of the TCRWP Classroom Libraries, a description of professional development options from Teachers College, and more.

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The American Institutes for Research (AIR), a not-for-profit, independent research firm based in the greater Washington, D.C., area, has completed the first objective, rigorous, quasi-experimental study of the Teachers College Reading and Writing Project’s reading and writing workshop and Units of Study curriculum. Download the final report here.

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The Teachers College Reading and Writing Project at Columbia University tracks student achievement and student growth in a variety of ways, including using running records to measure growth in reading levels, using performance assessments to measure students’ growth in higher order text-based thinking, and using normed on-demand argument, information, and narrative writing to measure growth in writing. They also collect state testing data. This report examines state testing data in New York state and New York City from 2018.

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The Teachers College Reading and Writing Project at Columbia University tracks student achievement and student growth in a variety of ways, including using running records to measure growth in reading levels, using performance assessments to measure students’ growth in higher order text-based thinking, and using normed on-demand argument, information, and narrative writing to measure growth in writing. They also collect state testing data. This report examines state testing data in California for 2017-2018.

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The Teachers College Reading and Writing Project at Columbia University tracks student achievement and student growth in a variety of ways, including using running records to measure growth in reading levels, using performance assessments to measure students’ growth in higher order text-based thinking, and using normed on-demand argument, information, and narrative writing to measure growth in writing. They also collect state testing data. This report examines state testing data in Connecticut for 2017-2018.

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The Teachers College Reading and Writing Project at Columbia University tracks student achievement and student growth in a variety of ways, including using running records to measure growth in reading levels, using performance assessments to measure students’ growth in higher order text-based thinking, and using normed on-demand argument, information, and narrative writing to measure growth in writing. They also collect state testing data. This report examines state testing data in New York from 2014–2017.

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Teachers College Reading and Writing Project is a think tank that has long built its ideas and practices off of established and new research. Download the Research Base for a summary of some of TCRWP’s key beliefs and practices as well as some of the research that informs those beliefs and practices.

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Jessie Miller, the curriculum coordinator for elementary English language arts and social studies for the Katy Independent School District in Texas, describes how she and her teachers have developed a district-wide focus on writing instruction that has been transformative for both teachers and students.

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The Teachers College Reading and Writing Project (TCRWP) focuses a spotlight on a selection of New York City schools that have benefited from their long-term relationship with the Project. See their journey—the early challenges and careful tending required to ensure all students are growing as readers and writers, regardless of background or circumstance. As one principal put it, “You have to believe in the work. If you can’t put your heart completely into it, don’t bother.”

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The Teachers College Reading and Writing Project (TCRWP) focuses a spotlight on three Wisconsin schools that have adopted the TCRWP curriculum and experienced a true transformation. See the steps—and challenges— school leaders faced along the way to implementation, the insights gained during their relationship with TCRWP, and benefits derived. Without hesitation, all three school leaders featured say the journey has been worth it. When asked to describe her school today, one principal noted, “This is a cognitively active and joyful place to learn.”