EMILY DeLIDDO is an educational consultant supporting schools nationally and internationally. She was a senior staff developer at the Teachers College Reading and Writing Project (TCRWP) at Columbia University for 12 years. Ms DeLiddo worked on a long-term project with International Schools Group-Dhahran and currently with TAISM-Muscat in Oman, ISB-Beijing, ASD-Doha, Escola Concept in Brazil and in Bogotá at CNG, among others. She also led the TCRWP work with Queen Rania Teacher Academy in Jordan and Palabras Mágicas in Guadalajara, Mexico.
Ms DeLiddo’s presentations have included many institutes, seminars at Teachers College, leadership and specialty courses, and principals’ conferences. She presented at National Council of Teachers of English (NCTE) with Lucy Calkins and colleagues (2003), with teachers from her Leadership Group in Nashville (2006), and New York with Lucy Calkins and Cory Gillette (2007).
Ms DeLiddo was a featured speaker with Ruth Swinney at Bank Street College Graduate School’s Excellence in Language Instruction: Conversation with the Experts series (2005), the FIL in Guadalajara, Mexico (2008); The Educator Collaborative Gathering (2015) and NESA conferences (Dubai, 2010, Bangkok in 2014, 2016-17, 2019 and Athens, 2018).
Ms DeLiddo holds a Master’s degree from Teachers College, Columbia University. She co-wrote the article “Becoming Jordan’s Writers: Developing Powerful Writing Instruction in the Middle East” with Chris Lehman, in Voices from the Middle (September 2010) and the companion guide to Mary Cappellini’s, Balancing Reading and Language Learning (Stenhouse, 2015). She has consulted and edited for Heinemann with the translation project of Jennifer Serravallo’s Strategies books into Spanish.
Harness the Power of Our Youngest Writers: Deepening Workshop Teaching in Grades K-2
FRIDAY, SATURDAY, SUNDAY - NOVEMBER 8, 9, 10 | Riffa Views International School, Bahrain
Connect & Engage
Across this three-day institute, participants will explore structures, routines and strategies that strengthen the implementation of a Writing Workshop in grades K-2. This foundational course is designed for teachers newer to workshop teaching as well as those who would like to deepen exploration and thinking especially with direct contact with young writers!
The group will explore how to quickly and effectively use that powerful energy K-2 writers bring to get students to author their own drawings, books and writing pieces, and publish on a regular basis. We will explore ways to meaningfully incorporate components of Balanced Literacy to support writing development at the beginning of the year. Our time together will include opportunities to create a deeper understanding of the principles and philosophy of workshop teaching.
Our time together will include supporting workshop teaching as an assessment-based philosophy of teaching across the year through planning from student work with a focus on using data to structure small group strategy lessons and one-on-one teaching along with whole class instruction. We will explore the process of mining mentor texts, things we love, for strategies to share with our writers in different structures. We will think through ways of assessing in formal and informal contexts to drive instruction as well as support independence.
Reflect & Apply
On our final day, participants will get hands-on practice working directly with our youngest writers from RVIS as we implement moves and thinking from the first two days. Conferring both one-on-one and in small groups, reworking writing will be a thread across the days to lead to this practical lab work with demonstration and conversation to see the work in action, with breathing and thinking writers of our youngest ages.
We will work together to implement workshop teaching with a group of writers who will show us what it means to be a teacher of writing. The group will have time to process, reflect and plan for teaching moves to take back to classrooms brimming with possibility. Having a community to learn alongside is crucial to this work, and for one weekend, we will be the strongest of colleagues and investigators!
Participants will leave with:
• A stronger image of workshop structures and the philosophy behind the practice;
• Exploration and design of mini-lessons that your writers actually need;
• Strategies for conferring with writers (one-on-one and small groups) as well as demonstration pieces to take back to the classroom and use immediately;
• Thoughts to clarify and support common tricky parts and celebrations in supporting language learners;
• Moves to mine mentor texts to use in teaching;
• Focused ways to reflect and manage curriculum across the year to differentiate across classrooms and meet the needs of all learners through embedded choice.
It would be wonderful for you to bring: 2-3 samples of current writing from your classroom whether emergent or conventional; any unit plan that you are implementing at the time of the FTI; your interest in young writers and if you have space in your luggage, a favorite mentor text for your current unit/genre you are teaching.
Learn more about how NESA plans Professional Learning
Save paper and effort where possible!
For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:
(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference
PLEASE CHECK BACK
Updates to handouts may be made until shortly before the start of the conference.