The Windward Institute

2 Day Literacy Institute - The Science of Deep Reading: Morphology, Syntax, and Meaning-Making
2026-07-20 09:00 - 2026-07-21 15:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This two-day institute equips educators with the linguistic tools that go beyond phonics — giving students the vocabulary knowledge, morphological awareness, and decoding strategies they need to recognize multisyllabic words accurately, read fluently, and unlock meaning independently.
Day 1: Vocabulary, Morphology, and Multisyllable Word Reading
On Day 1, you’ll build a strong word-level foundation by exploring how vocabulary knowledge and morphological awareness — including the systematic study of prefixes, suffixes, and roots — help students decode multisyllabic words with confidence and unlock meaning across content areas. Leave with a toolkit of program agnostic frameworks and templates for vocabulary instruction in any content area. In the afternoon, in-person attendees put learning into action by using those tools to plan a lesson that builds vocabulary routines, supports comprehension, and creates targeted opportunities for students to read and spell multisyllabic words fluently.
Key Learning Objectives:

explain the role of vocabulary knowledge and morphological awareness in supporting accurate word recognition and deepening reading comprehension
analyze words using prefixes, suffixes, and roots to determine meaning and support decoding of multisyllabic words
apply instruction strategies to teach word parts, including modeling, guided practice, and structured routines for word analysis
design opportunities for students to read and spell multisyllabic words fluently, integrating morphology-based decoding strategies
Full day attendees develop a lesson plan that incorporates vocabulary instruction, morphology routines, and targeted fluency practices to strengthen both decoding and meaning-making

Day 2: Bridging Word Level Skills to Text Comprehension
Building directly on Day 1’s word-level foundation, Day 2 connects vocabulary and morphology instruction to the comprehension processes students need to construct meaning from complex texts — including making inferences, monitoring understanding, and synthesizing information. You’ll leave with a clear framework for integrating decoding, language, and comprehension into a unified structured literacy approach, along with comprehension scaffolds and strategies ready for immediate classroom use. In the afternoon, in-person attendees develop a fully planned, ready-to-implement lesson that includes specific teacher actions, a student practice plan, and exemplar student work to inform your feedback — so every student leaves your classroom a more strategic, independent reader.
Key Learning Objectives:

explain key comprehension processes, including making inferences, monitoring understanding, and synthesizing information, and their role in constructing meaning from complex text
apply explicit, systematic instructional routines that support comprehension development
integrate word-level skills (vocabulary, morphology, multisyllabic decoding) into text-based instruction to strengthen overall comprehension
design structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading
Full day attendees develop and refine a comprehensive lesson plan that includes modeling of comprehension strategies, aligned student tasks, and exemplar student responses to guide feedback and assessment

Presenters: Alison Leveque PhD, Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Audience: Grades 3-8 educators
There are two ways to take the full institute:

2 full days 9 a.m. to 3 p.m., ET in-person at our Westchester Lower School campus
2 mornings, 9 a.m. to 12 p.m. ET, virtual

Browse individual workshops to register by session.
NYCTLE credits: 6 hours for morning/virtual participation; 12 hours for full day/in-person participation

4-DAY MATH INSTITUTE: Building Structure, Fluency, and Mathematical Reasoning
2026-07-20 09:00 - 2026-07-23 12:00 | https://thewindwardschool-org.zoom.us/j/94228067578
Join us for this four-day institute with leading researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. Adaptable to your schedule!
Dates: July 20-23, 9:00 am- 12:00 pm EST
Location: Virtual
Credits: NYCTLE credits – 3 hours per workshop

Day 1: Mathematics Vocabulary: What do words have to do with it?
Presenter: Elizabeth Stevens, PhD
Description:
Mathematics vocabulary can be challenging for students, especially those with mathematics difficulty, because so many terms carry multiple meanings both across subjects and within math itself. Yet research consistently shows that strong math vocabulary is tightly linked to stronger math performance, making it essential for helping students communicate their thinking, make sense of word problems, and engage confidently with new content. This session invites teachers to dig into the complexity of math language, explore different types of vocabulary, and understand why using precise terms (like numerator instead of “top number”) truly matters. Educators will learn how to identify high‑impact words using a database of critical math terms, and learn five practical instructional routines designed to make vocabulary instruction more powerful and engaging. Through hands‑on practice, collaborative planning, and ready‑to‑use digital resources, teachers will leave equipped to strengthen students’ mathematical language and elevate classroom discourse.
Key Learning Objectives:

Explain why mathematics vocabulary knowledge supports understanding of mathematics concepts
Explain how to prioritize terms for instruction
Identify and learn practices for teaching and reviewing mathematics vocabulary
Plan ways to implement and apply content learned in your instructional setting (e.g., classroom, small group, coaching)

Day 2: A Structured Approach to Solve Addition Math Word Problems
Presenter: Elizabeth Hughes, PhD
Description:
This session introduces participants to the principles of schema-based instruction, an approach that helps students make sense of word problems by recognizing underlying mathematical structures rather than relying on superficial keywords. We will explore the major additive problem types, including join, separate, part–part–whole, and compare, and discuss how to guide students in identifying these structures across varied contexts. Participants will learn how to use visual models to represent thinking, support problem comprehension, and strengthen conceptual understanding. The session will also include a brief introduction to worked examples as an effective tool for building clarity and reducing cognitive load as students internalize problem schemas.
Key Learning Objectives:

understand what schema-based instruction is and why it supports deeper mathematical comprehension
identify and explore the four major additive problem types
gain strategies for helping students recognize problem structure rather than relying on keywords
gain practical ways to use visual models to represent thinking and support problem-solving
explore how worked examples can build conceptual clarity and reduce cognitive load for learners

Day 3: The Power of Structure: Understanding Multiplicative Thinking
Presenter: Jonté Meyers, PhD
Description:
This session will deepen participants’ understanding of multiplicative reasoning and how it differs fundamentally from additive reasoning. We will explore key multiplicative structures, including equal groups, comparison situations using “times as many,” arrays and fundamental differences, rate problems, to build a solid conceptual foundation. Participants will examine how students form composite units and why this shift in thinking is essential for fluent multiplication and division. The session will highlight a range of representations that make multiplicative structure visible, supporting stronger reasoning and problem solving. Finally, we will look at worked examples that clearly connect visual models to procedures, helping learners internalize the logic behind efficient strategies.
Key Learning Objectives:

understanding how multiplicative reasoning fundamentally differs from additive reasoning, and why this shift matters for students’ mathematical development
familiarity with major multiplicative structures, including equal groups, “times as many” comparison problems, arrays/area models, and rate situations
insight into how learners build composite units and how to support this critical cognitive move
strategies for using representations that reveal multiplicative structure, helping students see and make sense of relationships
explore worked examples that connect visual models to formal procedures, building conceptual and procedural fluency

Day 4: The Science of Math: Turning Research into High-Impact Classroom Practices
Presenter: Paul Riccomini, PhD
Description:
This workshop covers spaced learning, varied practice types, and information recall, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning, educators will learn to incorporate these strategies into mathematics instruction.
Key Learning

explain key cognitive processes related to memory and retention within math concepts
identify and understand the research supported techniques of Spaced learning, Interleaved Practice, and Practice Test Retrieval
analyze how retention strategies can vertically align with K–12 mathematics instruction
apply evidence-based techniques to authentic classroom scenarios by designing lesson components, tasks, and review routines
gain a toolkit of instructional scaffolds that integrate into math lessons

Bridging Word Level Skills to Text Comprehension
2026-07-21 09:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of the two-day literacy institute The Science of Deep Reading: Morphology, Syntax, and Meaning-making. Join us for this individual workshop, join the full institute or mix and match days and to build a personalized experience.
Connect vocabulary and morphology instruction to the comprehension processes students need to construct meaning from complex texts — including making inferences, monitoring understanding, and synthesizing information. You’ll leave with a clear framework for integrating decoding, language, and comprehension into a unified structured literacy approach, along with comprehension scaffolds and strategies ready for immediate classroom use. In the afternoon, in-person attendees will develop a fully planned, ready-to-implement lesson that includes specific teacher actions, a student practice plan, and exemplar student work to inform your feedback — so every student leaves your classroom a more strategic, independent reader.
Key Learning Objectives:

explain key comprehension processes, including making inferences, monitoring understanding, and synthesizing information, and their role in constructing meaning from complex text
apply explicit, systematic instructional routines that support comprehension development
integrate word-level skills (vocabulary, morphology, multisyllabic decoding) into text-based instruction to strengthen overall comprehension
design structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading
develop and refine a comprehensive lesson plan that includes modeling of comprehension strategies, aligned student tasks, and exemplar student responses to guide feedback and assessment

Presenters: Alison Leveque PhD, Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Audience: Grades 3-8 educators
There are two ways to take the full workshop:

9 a.m. to 3 p.m., ET in-person at our Westchester Lower School campus
9 a.m. to 12 p.m. ET, virtual

A Structured Approach to Solve Addition Math Word Problems
2026-07-21 09:00 - 12:00
This workshop is part of the four-day institute Building Structure, Fluency, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute.
This session introduces participants to the principles of schema-based instruction, an approach that helps students make sense of word problems by recognizing underlying mathematical structures rather than relying on superficial keywords. We will explore the major additive problem types, including join, separate, part–part–whole, and compare, and discuss how to guide students in identifying these structures across varied contexts. Participants will learn how to use visual models to represent thinking, support problem comprehension, and strengthen conceptual understanding. The session will also include a brief introduction to worked examples as an effective tool for building clarity and reducing cognitive load as students internalize problem schemas.
Key Learning Objectives:

understand what schema-based instruction is and why it supports deeper mathematical comprehension
identify and explore the four major additive problem types
gain strategies for helping students recognize problem structure rather than relying on keywords
gain practical ways to use visual models to represent thinking and support problem-solving
explore how worked examples can build conceptual clarity and reduce cognitive load for learners

Presenter: Elizabeth Hughes, PhD
Grades: 3-8

2 Day Institute - The Thinking Classroom: Integrating AI With Intention
2026-07-22 00:00 - 2026-07-23 23:59 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
Most professional development treats structured literacy, executive functioning support and AI integration as separate challenges. This institute brings them together. Participants will analyze the hidden demands inside real classroom tasks, identify where students break down, and redesign real assignments using targeted scaffolds and classroom-ready routines. Explore AI tools Brisk, Kami, SchoolAI, Snorkl, Google NotebookLM, and Gemini, curated because they support thinking, communication, understanding, and independence without lowering rigor. This is not a general AI workshop. It is a learning design institute, grounded in cognitive load theory, science of learning principles, and structured literacy-aligned practice. Participants will leave with ready-to-use lesson materials, annotation routines, source-grounded study supports, AI prompting structures, and a full implementation plan for their own classrooms.
Day 1: Using AI to Build Better Supports for Every Learner
This professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation, planning, and comprehension, then learn how to design supports that actually meet those needs. In the afternoon, in-person participants get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation, deeper reading understanding, pre‑writing, and accessibility.
Key Learning Objectives

leverage AI as an instructional design partner to create and refine rigorous, aligned learning tasks
design differentiated supports to open access for diverse learners
analyze learner demands to identify barriers and plan targeted scaffolds for reading, writing, and task completion
build coherent, knowledge-rich learning experiences through text sets, annotation, and structured supports
apply and reflect on high-impact strategies to improve student understanding

Day 2: AI as a Thinking Partner
Day 2 focuses on moving from design to implementation, helping educators translate AI-supported planning into student-facing instruction, writing workflows, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks, embed supports across the writing process, and create aligned assessment and feedback routines. During the afternoon session, in-person participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies, tools, and supports centered on building student independence over time.
Key Learning Objectives:

design learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence
match tools and supports to student needs
develop effective assessment and feedback systems that monitor both process and product
create a clear, actionable classroom implementation plan for integrating tools, routines, and supports
revise instructional plans using peer feedback and reflection

Presenter: Joan McGettigan, Ed.D
Date: July 22-23
NYCTLE credits: 10 hours for full institute; 6 hours for all morning workshops
There are two ways to take the full institute:

2 full days 9 a.m. to 3 p.m., in-person at our Westchester Lower School campus
2 mornings, 9 a.m. to 12 p.m., virtual

Browse individual workshops to register by session.

Using AI to Build Better Supports for Every Learner
2026-07-22 09:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of a two-day institute, The Thinking Classroom: Integrating AI with Intention. Join us for this individual workshop, join the full institute or mix and match days and to build a personalized experience.
This professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation, planning, and comprehension, then learn how to design supports that actually meet those needs. In the afternoon, in-person attendees will get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation, deeper reading understanding, pre‑writing, and accessibility.
Key Learning Objectives

leverage AI as an instructional design partner to create and refine rigorous, aligned learning tasks
design differentiated supports to open access for diverse learners
analyze learner demands to identify barriers and plan targeted scaffolds for reading, writing, and task completion
build coherent, knowledge-rich learning experiences through text sets, annotation, and structured supports
apply and reflect on high-impact strategies to improve student understanding

Presenter: Joan McGettigan, Ed.D
Date: Wednesday, July 22
NYCTLE credits: 5 hours for full day; 3 hours for morning worksho

The Power of Structure: Understanding Multiplicative Thinking
2026-07-22 09:00 - 12:00
This workshop is part of the four-day institute Building Structure, Fluency, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute.
This session will deepen participants’ understanding of multiplicative reasoning and how it differs fundamentally from additive reasoning. We will explore key multiplicative structures, including equal groups, comparison situations using “times as many,” arrays and fundamental differences, rate problems, to build a solid conceptual foundation. Participants will examine how students form composite units and why this shift in thinking is essential for fluent multiplication and division. The session will highlight a range of representations that make multiplicative structure visible, supporting stronger reasoning and problem solving. Finally, we will look at worked examples that clearly connect visual models to procedures, helping learners internalize the logic behind efficient strategies.
Key Learning Objectives:

understanding how multiplicative reasoning fundamentally differs from additive reasoning, and why this shift matters for students’ mathematical development
familiarity with major multiplicative structures, including equal groups, “times as many” comparison problems, arrays/area models, and rate situations
insight into how learners build composite units and how to support this critical cognitive move
strategies for using representations that reveal multiplicative structure, helping students see and make sense of relationships
explore worked examples that connect visual models to formal procedures, building conceptual and procedural fluency

Presenter: Jonté Meyers, PhD
Grades: 3-8

AI as a Thinking Partner
2026-07-23 09:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of a two-day institute, The Thinking Classroom: Integrating AI with Intention. Join us for this individual workshop, join the full institute or mix and match days and to build a personalized experience.
This workshop focuses on moving from design to implementation, helping educators translate AI-supported planning into student-facing instruction, writing workflows, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks, embed supports across the writing process, and create aligned assessment and feedback routines. During the afternoon session, in-person participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies, tools, and supports centered on building student independence over time.
Key Learning Objectives:

design learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence
match tools and supports to student needs
develop effective assessment and feedback systems that monitor both process and product
create a clear, actionable classroom implementation plan for integrating tools, routines, and supports
revise instructional plans using peer feedback and reflection

Presenter: Joan McGettigan, Ed.D
Date: Thursday, July 23
NYCTLE credits: 5 hours for full day; 3 hours for morning workshop

The Science of Math: Turning Research into High-Impact Classroom Practices
2026-07-23 09:00 - 12:00
This workshop is part of the four-day institute Building Structure, Fluency, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute.
This workshop covers spaced learning, varied practice types, and information recall, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning, educators will learn to incorporate these strategies into mathematics instruction.
Key Learning

explain key cognitive processes related to memory and retention within math concepts
identify and understand the research supported techniques of Spaced learning, Interleaved Practice, and Practice Test Retrieval
analyze how retention strategies can vertically align with 3–8 mathematics instruction
apply evidence-based techniques to authentic classroom scenarios by designing lesson components, tasks, and review routines
gain a toolkit of instructional scaffolds that integrate into math lessons

Presenter: Paul Riccomini, PhD
Grades: 3-8

Designing Powerful Early Literacy Instruction: From Research to Practice
2026-08-11 09:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of a two-day institute, Foundations for Reading Success: Oral Language to Print. Join us for this individual workshop, join the full institute or mix and match days and to build a personalized experience.
Designed for early childhood educators, it equips participants with evidence-based strategies for building the foundational literacy skills young learners need to succeed. Deepen your understanding of how children develop oral language, vocabulary, and phonemic awareness, and walk away with practical instructional routines, print-rich environment strategies, and structured language practices that support the diverse needs of every learner in your classroom. In the afternoon, put learning into action by planning student-centered activities, including read alouds and games, using ready-to-use templates you can bring back to your classroom immediately.
Key Learning Objectives:

strengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills

learn and practice evidence-based approaches to vocabulary development

develop and practice instructional routines for phonemic awareness

learn effective teacher modeling and structured language scaffolds to demonstrate thinking, support student participation, and build students’ confidence using academic language

gain templates to plan read alouds and games to encourage and enhance oral language

Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Location: Hybrid
Credits: CTLE credits – 6 hours per full-day workshop, 3 hours per morning session
Participate in-person (9 a.m.–3 p.m. ET) on our Westchester Lower School campus or virtually (9 a.m.–12 p.m. ET) Flexible options designed to fit your schedule.

2 Day Literacy Institute – Foundations for Reading Success: Oral Language to Print
2026-08-11 09:00 - 2026-08-12 15:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This immersive two-day institute gives educators a deep dive into the building blocks of literacy — oral language, vocabulary, and phonemic awareness — all grounded in the latest reading research. You’ll leave with a toolkit of routines that connect sounds to print, supporting students’ early reading and writing development through explicit, engaging instruction. Through game-based learning and hands-on practice, you’ll gain strategies that make foundational literacy skills accessible and exciting for every young learner. Walk away ready to implement purposeful literacy instruction that builds confident, capable readers from the ground up.
Day 1: Designing Powerful Early Literacy Instruction: From Research to Practice
This workshop equips early childhood educators with evidence-based strategies for building the foundational literacy skills young learners need to succeed. Deepen your understanding of how children develop oral language, vocabulary, and phonemic awareness — and walk away with practical instructional routines, print-rich environment strategies, and structured language practices that support the diverse needs of every learner in your classroom. In the afternoon, put learning into action by planning student-centered activities — including read alouds and games — using ready-to-use templates you can bring back to your classroom immediately.
Key Learning Objectives:

strengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills
learn and practice evidence-based approaches to vocabulary development
develop and practice instructional routines for phonemic awareness
learn effective teacher modeling and structured language scaffolds to demonstrate thinking, support student participation, and build students’ confidence using academic language
In-person attendees gain templates to plan read alouds and games to encourage and enhance oral language

Day 2: From Sounds to Print: Integrating Phonological Awareness, Reading, and Writing
Building on Day 1, this session helps educators translate research into engaging, print-based classroom practices — connecting sounds to print through game-based activities for early reading approaches that support decoding and meaning-making, and developmentally appropriate approaches to building the gross and fine motor skills essential for early writing. Leave with a fully planned, print-based literacy activity that integrates phonological awareness, early reading, and writing, ready for immediate classroom implementation.
Key Learning Objectives:

strengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge, including letter identification
apply phonemic awareness skills to print-based activities that support early reading development
learn and implement early reading strategies that support decoding and meaning-making
develop and practice instructional approaches that support early writing skills
In-person attendees design integrated literacy activities that connect reading, writing, and play, including planning a print-based lesson that incorporates phonological awareness, early reading, and writing

Date: June 24th-June 25th (2 Days), 9:00 a.m.- 3:00 p.m. ET
Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Credits: CTLE credits – 5 hours per full-day workshop
There are two ways to take the full institute:

2 full days 9 a.m. to 3 p.m., ET in-person at our Westchester Lower School campus
2 mornings, 9 a.m. to 12 p.m. ET, virtual

Browse individual workshops to register by session.

From Sounds to Print: Integrating Phonological Awareness, Reading, and Writing
2026-08-12 09:00 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of a two-day institute, Foundations for Reading Success: Oral Language to Print. Join us for this individual workshop, join the full institute or mix and match days to build a personalized experience.
This session helps educators translate research into engaging, print-based classroom practices — connecting sounds to print through game-based activities for early reading approaches that support decoding and meaning-making, and developmentally appropriate approaches to building the gross and fine motor skills essential for early writing. Leave with a fully planned, print-based literacy activity that integrates phonological awareness, early reading, and writing, ready for immediate classroom implementation.
Key Learning Objectives:

strengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge, including letter identification
apply phonemic awareness skills to print-based activities that support early reading development
learn and implement early reading strategies that support decoding and meaning-making
develop and practice instructional approaches that support early writing skills
design integrated literacy activities that connect reading, writing, and play, including planning a print-based lesson that incorporates phonological awareness, early reading, and writing

Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Location: Hybrid
Credits: CTLE credits – 6 hours per full-day workshop, 3 hours per morning session
Participate in-person (9 a.m.–3 p.m. ET) on our Westchester Lower School campus or virtually (9 a.m.–12 p.m. ET) Flexible options designed to fit your schedule.

Expository Writing Instruction Summer 2026
2026-08-18 09:00 - 2026-08-20 14:30 | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
Date: August 18, 19, and 20, 2026, 9:00 a.m. – 2:30 p.m. ET
Instructor: Betsy MacDermott-Duffy, MsEd & Ann Spataro, MsEd.
Grades: K-12
Location: In-person at the Windward Westchester Lower School Campus in White Plains, NY or virtual
Price: $650.00
Credentials: 16.5 Approved CTLE Hours
Description:
Expectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course, Betsy M. Duffy, MS Ed, Special Projects Advisor to the Windward Institute, will present strategies for teaching expository writing in all content areas in grades K through 12.
This prominent writing program, developed at The Windward School, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al., 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12.
Key Learning Objectives:

learn specific evidence-based techniques to add structure, coherence, and clarity to students’ expository writing
identify instructional guidelines for developing complex sentences, outlining, writing paragraphs and compositions, and revising and editing
gain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay
develop an overview of how to plan an expository reading lesson as springboard to writing
