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SUMMARY:My Kids Can't Write: How to Advance Achievement through K-8 Cross Curricular Writing
DESCRIPTION:Countless teachers have identified a problem in their classrooms: their kids either can’t–or don’t want to–write. Cognitive writing (Goodwin & Rouleau\, 2023) provides a sustainable\, research-based approach to embedding writing into all content areas. Like it or not\, we are all writing teachers\, and we have a responsibility to ensure writing is embedded into instruction across the disciplines.  That said\, encouraging kids to write in our classrooms can help all teachers reach their instructional goals: research shows that when kids write about what they’ve learned\, it’s more likely to stick. What’s more\, when we engage students in reflective writing\, students are more likely to internalize what they’ve learned about themselves and their own learning habits. All of this can be achieved with cognitive writing (i.e.\, “journaling”)\, a structured and sustainable practice that not only gets kids learning to write\, it gets them writing to learn\, as well.\nIn our session\, we will begin by connecting research to practice\, exploring Visible Learning effect sizes that support journaling\, such as summarizing (.62)\, self-reflection (.81)\, and constructivist teaching (.92). Then\, participants will experience journaling to better understand the types of tasks that lend themselves to cognitive writing\, a lesson structure that involves journaling\, and scaffolds different students require to benefit from journaling. To conclude\, participants will reflect on their time in our session\, identifying tangible action steps for exploring journaling their schools or classrooms.\n\n \nLearning Intention:\nWe will learn to use journaling as a means for writing across the disciplines\, building students’ stamina for on-demand writing tasks\, and generating student-driven evidence of learning.\n\nSuccess Criteria:\nWe will know participants have learned this when:\n– they can explain the research that supports using cognitive writing across all subject areas.\n– they can identify structures and scaffolds to support cognitive writing in the classroom.\n– they can identify 1-3 action steps to begin exploring cognitive writing in their classrooms.\n\nPaul Emerich France is a National Board–Certified Teacher\, literacy specialist\, keynote speaker\, and author of Make Teaching Sustainable\, Reclaiming Personalized Learning\, and Humanizing Distance Learning and My Kids Can’t Write\, K-5. His work with #SustainableTeaching stems from this principle: to make teaching sustainable\, we need to first and foremost value the humanity of teachers and create conditions in which they can thrive.\n\nFrance has contributed to a number of online and print education-related publications\, including ASCD’s Educational Leadership. His work has been featured at SXSW EDU and in The New Yorker\, WIRED\, and The Atlantic. He currently consults with teachers\, schools\, and school districts and offers educational support to families in pods and one-on-one settings. \n\nRegistration closes Thursday\, July 23 at 12:00pm.
URL:https://sccroe50.org/event/my-kids-cant-write-how-to-advance-achievement-through-k-8-cross-curricular-writing/
LOCATION:St. Clair ROE
ORGANIZER;CN="Dr. Kelly West":MAILTO:kwest@sccroe50.org
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DTSTART;TZID=America/Chicago:20260730T090000
DTEND;TZID=America/Chicago:20260730T143000
DTSTAMP:20260520T023016
CREATED:20250910T143617Z
LAST-MODIFIED:20260121T161045Z
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SUMMARY:My Kids Can't Spell: K-5 Inquiry-Based Word Study in 5 Easy Steps
DESCRIPTION:The research is clear: students will not learn how to spell if they are not explicitly taught. However\, this doesn’t mean we have to go back to the old ways of teaching spelling\, where students are given groups of random\, unrelated words\, expected to memorize them without context or authentic application. We can “walk and chew gum\,” as they say: we can use progressive practices\, such as inquiry-based learning\, in tandem with tried-and-true research on how students learn to spell\, in order to cultivate engaging lessons around English orthography that are also sustainable for teachers. \nBuilding off of the Structured Word Inquiry approach (Bowers & Bowers\, 2020)\, we will explore four key questions for exploring *any* word in the English language:\n(1) What does it mean?\n(2) How is it built?\n(3) What are its relatives?\n(4) How is it pronounced? \nIn this interactive session\, teachers will be immersed in several word explorations\, understanding how to guide students through these four questions in monosyllabic\, phonetically spelled words (i.e.\, cat\, flop\, snake); high-frequency words commonly labeled as “sight words” or “red words” (i.e.\, does\, have\, pretty); and multi-syllabic words built from morphological constructions (i.e.\, happy\, information\, action). \n\n \nLearning Intention:\nWe are learning how to sustainably and systematically teach spelling using inquiry\, in an effort to increase student engagement and investment\, meanwhile growing spelling achievement in order to boost writing fluency.Success Criteria:\n– Participants will recall the four questions for exploring spelling patterns through inquiry-based instruction.\n– Teachers will identify tools to explore etymology\, orthography\, and word relatives (including Etymonline\, WordSearcher\, word matrices\, and word sorts).\n– Teachers apply tools for exploring spelling to create their own exploration for a commonly misspelled word. \n\n\n\n\n\n\nPaul Emerich France is a National Board–Certified Teacher\, literacy specialist\, keynote speaker\, and author of Make Teaching Sustainable\, Reclaiming Personalized Learning\, and Humanizing Distance Learning and My Kids Can’t Write\, K-5. His work with #SustainableTeaching stems from this principle: to make teaching sustainable\, we need to first and foremost value the humanity of teachers and create conditions in which they can thrive.\nFrance has contributed to a number of online and print education-related publications\, including ASCD’s Educational Leadership. His work has been featured at SXSW EDU and in The New Yorker\, WIRED\, and The Atlantic. He currently consults with teachers\, schools\, and school districts and offers educational support to families in pods and one-on-one settings.\nRegistration closes Friday\, July 24 at 12:00pm.
URL:https://sccroe50.org/event/my-kids-cant-spell-k-5-inquiry-based-word-study-in-5-easy-steps/
LOCATION:St. Clair ROE
ORGANIZER;CN="Dr. Kelly West":MAILTO:kwest@sccroe50.org
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DTSTART;TZID=America/Chicago:20261001T133000
DTEND;TZID=America/Chicago:20261001T153000
DTSTAMP:20260520T023016
CREATED:20260305T170122Z
LAST-MODIFIED:20260309T145418Z
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SUMMARY:K-12 RTI Roundtable
DESCRIPTION:Join your fellow RTI colleagues in and around St. Clair County in this information sharing roundtable.  Discussions will focus on best practices\, challenges\, successes\, resource sharing and more.  Bring a fully charged device with you to this collaborative event. Registration closes September 25 at 12:00pm.
URL:https://sccroe50.org/event/k-12-rti-roundtable-2/
LOCATION:St. Clair ROE
ORGANIZER;CN="Dr. Kelly West":MAILTO:kwest@sccroe50.org
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