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Lucy Calkins tells a student, Peter, that when he writes a second draft, he will notice a difference in how he wrote his first draft. The reader will have a better understanding in what Peter is trying to portray in his story. This type of instruction for students helps them think in a writer's perspective. This also helps them realize why writers have a certain way of writing (Calkins, 1978).

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It's important for students to choose the strategies that they use when they write. Teaching students to self-regulate and set goals for their own writing not only increases their investment but also raises the quality of their work
(Calkins & Ehrenworth, 2016).

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Lucy Calkins is the Founding Director of the Teachers College Reading and Writing Project at Columbia University. For over thirty years, Calkins has led the Project in its dual functions as a provider of professional development, think tank, and developing state of the art teaching methods.

Calkins is the author of some 20 books. One of her books, The Art of Teaching Writing, sold over 250,000 copies.

Calkins influence is geographically vast now, but she holds the most influence in New York City, where her project started. Her project started as a consulting service to a few elementary schools and grew into a highly profitable venture. She charged $1,200 to send one of her assistants into a school for one day. In 2003, schools chancellor Joel Klein prescribed Calkins and the project to the role of fixing the way literacy skills are taught in over 100 district schools, including most of those in Queens and Brooklyn.

The mission of the project is to retain primary and upper-grade teachers administrators from principals up through district superintendents, and central department policymakers; through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute.
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The Lucy Calkins Programs are a series that can be purchased from unitsofstudy.com. There are multiple components to each program.

Lucy Calkins program, the Units of Study for Teaching Reading, uses a workshop model for students in kindergarten to 5th grade. First, teachers demonstrate the skills and habits that readers have. Then, students practice these skills and habits on their own while teachers guide them (Lucy Calkins & TCRWP Colleagues, 2021).

Lucy Calkins program, the Units of Study in Opinion, Informative, and Narrative writing, is also a workshop curriculum for students in kindergarten to 5th grade. Teachers provide their students with units of instruction, opportunities to practice, and concrete doable goals.

Lucy Calkins program, the Units of Study in Phonics, uses an instructional pathway in phonics. Phonics concepts and strategies are taught in a way that aligns with student's reading and writing. It is designed to help students understand how phonics can be used in their reading and writing (Lucy Calkins & TCRWP Colleagues, 2021).

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Lucy Calkins' Writing Workshop: A Series of Books for Teaching Writing (Virtual Tour)

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Units of Study Writing Program:

Large blocks of daily writing time.

Instruction focuses on rigorous
amounts of writing, the craft of
writing, and the development of
different types of writing
including narratives, opinion
pieces, and informative or
explanatory pieces.

Students celebrate their
accomplishments and finished
pieces of work at the culmination of each unit.

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Assessment-based instruction provides students with feedback that is individually tailored.

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Units of Study for Teaching Reading:

Direct instruction of skills in various formats including whole class instruction, small group work, and individual conferencing.

Students read a variety of text at their independent reading level.

Students are exposed to grade level text through read-aloud and content area work.

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Lucy Calkins and the Teachers College Reading and Writing Project (TCRWP) have added phonological awareness lessons into the program and are developing a series of decodable books.
This unit recommends that students in kindergarten and first grade receive daily instruction in phonemic awareness. It also recommends the use of decodable books and regular assessments of phonemic awareness. This program reflects work that Lucy Calkins and TCRWP has done with researchers at The Child Mind Institute (Lucy Calkins Says Balanced Literacy Needs Rebalancing, 2020).

Units of Study in Phonics:

Daily lessons devoted to phonics are 20 minutes long.

Use a whole group with partner work format.

Uses the three-cueing system (meaning, structure, visual) as a valid procedure for assessing and diagnosing a student's reading needs.

Periodic formal assessments.

Uses classroom mascots, songs, chants, rhymes, and games.

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In an article written by Lucy Calkins, she has students create a writing draft with the understanding that it has to be rewritten. This shows how important it is to go back and refine a draft. This helps students learn and understand writing better (Calkins, 1980).

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Students are taught to make "text-to-self" connections, and "text-to text" connections(Feinberg, 2017).

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Lauren's Audio

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The Lucy Calkins Programs are the opposite of a "one size fits all" approach.
As educators we must realize that not all students are the same, many students learn in different ways and can express the knowledge they have gained in various formats.
The programs teach children about decision making, and help them get to know their likes and dislikes, strengths and weaknesses.
Students are taught strategies that apply not only to the material of that day, but can be applied to the majority of the material they learn. When the find a strategy that proves to be quite helpful for them, they can stick to it. They will be so well versed in the strategy that they can slightly modify it (if necessary) to fit other assignments.
The programs are choice positive, giving students flexibility and opportunity to choose what they want to read/write about. This helps students stay on task and engaged because they aren't being forced to read or write about something that bores them.
Teachers can group students based on similar choices they are making. This way even small group instruction can feel choice positive, and students can bond and work with students who enjoy learning the same material and in a similar style.
The routines and structures of the programs remain unchanged, as a way to ensure students and teachers can focus on lesson content and eliminate confusion.
(Lucy Calkins & TCRWP Colleagues, 2021).

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Researchers have found Lucy Calkins's Units of Study series to be insufficient for children who need additional support in specific areas of reading or language development.
(Hanford, E., 2020, June 22).

The program has been criticized for its method of “three cueing,” which teaches readers to rely on using cues instead of actually learning the words and understanding the phonics relationships.
(Hanford, E., 2020, June 22).

Finally, the program’s unsystematic approach and lack of explicit instruction do not allow students to be both challenged and supported, and with the program, students are not given the practice time that is needed to develop reading skills.
(Hanford, E., 2020, June 22).

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Lucy Calkins believes that it is the teacher’s job to nurture a child’s, often very imaginative, voice rather than imposing their own voice on their students. Calkins’s program first gained its popularity partly because its mission was to help all students make their own, individual, voices heard. Calkins was known as an advocate for flexible, creative, uniquely tailored to children.

This attitude continues to form parts of Calkins’s approach, over time she has tended to become highly focused on enforcing her own methodology. Many of Calkins techniques limit student’s genuine engagement with writing and reading. Now teachers are expected to quiet their own impulses, experiences, and gifts. Teachers are now expected to speak in one, mandated voice. The creativity, flexibility, and uniquely tailored instruction is no longer as big of a presence in Calkins’s approach.

Another critique of Calkins is about her book Pathways to the Common Core. This book argues how the Common Core Standards can be altered to align with programs, like Lucky Calkins. Instead of modifying the program to align with the standards, Calkins, among others, in this book make arguments for how the standards can be adopted to fit within her program.
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Lucy Calkins Writer's Workshop Unit 2 Session 8 student conference

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Lucy Calkins: Grade K, Unit 2, Session 7

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Adams, M.J., Wong-Fillmore, L., Goldenberg, C., Oakhill, J., Paige, D., Rasinski, T., Shanahan, T. (2020). Comparing Reading Research to Program Design. Student Achievement Partners. Retrieved from: https://achievethecore.org/page/3240/comparing-reading-research-to-program-design-an-examination-of-teachers-college-units-of-study

BBZ, A. (2013). A Review of Lucy Calkins' Units of Study for Writing Workshop. Integrated Learning in Second Grade. Retrieved from: https://msbbz.blogspot.com/2013/05/a-review-of-lucy-calkins-units-of-study.html?m=1

Calkins, L. M. (1978). Children Write—And Their Writing Becomes Their Textbook. Language Arts, 55(7), 804–810. http://www.jstor.org/stable/41405408

Calkins, L., & Ehrenworth, M. (2016). Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing across a School and a District. Reading Teacher, 70(1), 7–18.

Calkins, L. M. (1980). Children’s Rewriting Strategies. Research in the Teaching of English, 14(4), 331–341. http://www.jstor.org/stable/40170784

Feinberg, Barbara. "The Lucy Calkins project: parsing a self-proclaimed literacy guru." Education Next, vol. 7, no. 3, summer 2007, pp. 26+. Gale Academic OneFile, link.gale.com/apps/doc/A166786435/AONE?u=geneseo&sid=bookmark-AONE&xid=1fda0bf9. Accessed 17 Nov. 2021.

Hanford, E. (2020, June 22). Experts say widely used reading   curriculum is failing kids. APM Reports. Retrieved November 16, 2021, from https://www.apmreports.org/episode/2020/01/27/lucy-calkins-reading-materials-review.

Herring, H. (n.d) Lucy Calkins Writer's Workshop Unit 2 Session 8 student conference. [Video] YouTube. https://youtu.be/eXPWVnm1Bh4

Lucy Calkins & TCRWP Colleagues (2021) Units of Study Reading, Writing, and Phonics. Retrieved from:
https://www.unitsofstudy.com/k5writing/

Lucy Calkins Says Balanced Literacy Needs ‘Rebalancing.’ (2020). Education Week, 40(11), 4.

Porter-Magee, K. (n.d). Misdirection and self-interest: How Heinemann and Lucy Calkins are rewriting the Common Core. The Thomas B. Fordham Institute. Retrieved November 17, 2021, from https://fordhaminstitute.org/ohio/commentary/misdirection-and-self-interest-how-heinemann-and-lucy-calkins-are-rewriting-common.
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Rebora, A. (2021, April 19). Remodeling the workshop: Lucy Calkins on writing instruction today. Education Week. Retrieved November 16, 2021, from https://www.edweek.org/teaching-learning/remodeling-the-workshop-lucy-calkins-on-writing-instruction-today/2016/06.

The Reading and Writing Project (2021). Teachers College Columbia University. Retrieved from:
https://readingandwritingproject.org/about

Wilhelm, L. (n.d) Lucy Calkins: Grade K, Unit 2, Session 7 [Video]. YouTube. https://youtu.be/qXlNv5kgPqQ