Actions and Detail Panel
Writing Focused Read Alouds: Nurturing Young Writers through book making
Thu, May 4, 2017, 5:30 PM – 8:30 PM EDT
We operate with the core belief that children do not need to “get ready” to be readers and writers; instead, we believe they already are readers and writers—albeit on their own terms—as they live and learn inside literate communities (Glover & Ray, 2008). In challenging widely held beliefs about “readiness” we wish to capitalize on what children do know rather than focus on what they don’t know. In this way, we can build on their strengths while also cultivating their identities as readers and writers. Teachers will see that writing may be a better way into children’s literacy development than reading.
In this workshop, you will:
• understand the power of structures and teaching that nurtures writing development
• know strategies for motivating young writers through book-making
• create action plan for teaching individual, small and whole group writing-focused read alouds
• share the benefits of writing-focused read-alouds with families
About Our Speaker
Libby has worked at the Indiana Partnership for Young Writers as the Academic Program Manager since the summer of 2011. Prior to working at the Partnership Libby worked in elementary education for more than 13 years, including 10 years as a primary grade classroom teacher. She is particularly dedicated to instruction in low income, multicultural and urban settings.
As a student in the cultural immersions program at Indiana University, Libby taught Kindergarten and first grade and supported dorm activities on the Navajo Indian Reservation in Navajo Mountain, Utah.
As a Fulbright Scholar, she taught reception class–England’s equivalent to Kindergarten–at Model Village Primary School in Shirebrook, Derbyshire, U.K., an old mining town. In this role Libby also observed schools in Northern Ireland, served as an ambassador of the U.S. education system and collaborated with teachers in England and Ireland to identify, gather and implement the best practices of educators from each culture.
In Indianapolis Public Schools, she led full-day Kindergarten, Title One first grade and primary classrooms (grades 1-3) at a Montessori magnet. Most recently, she worked as a first grade teacher and literacy coach at Christel House Academy, a charter school on Indianapolis’ near south side. While at Christel House Libby was the recipient of a three-year McCarthey Dressman Teacher Development Grant, where she established and led a cohort of elementary and middle school teachers committed to developing their own skills as writers and applying these experiences to their writing workshop curricula.