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Reading and Writing Instruction for PreK Through First-Grade Classrooms in a PLC at Work®
Prepare your collaborative PLC team to fully support and encourage literacy development in preK through first grade. Foster early literacy and vocabulary with insightful reading and writing strategies that boost student engagement.
Benefits
- Understand the role PLCs and collaborative teams play in literacy development.
- Obtain strategies and tools, such as the Pre-Unit Protocol, for unpacking and clarifying literacy standards.
- Explore adaptable strategies and learn how to plan high-quality literacy instruction.
- Observe how to collaboratively score assessments and conduct effective data inquiry and analysis.
- Study the powerful impact literacy has on student engagement and equity.
TABLE OF CONTENTS
Introduction: Every Teacher Is a Literacy Teacher
Chapter 1: Establish Clarity About Student Learning Expectations
Chapter 2: Review Assessment Types and Formats
Chapter 3: Develop a Learning Progression to Guide Instruction and Assessment
Chapter 4: Develop Collective Understanding of Mastery Expectations
Chapter 5: Respond to Data to Ensure All Students Learn—Response to Intervention
Chapter 6: Design Lessons Using the Gradual Release of Responsibility Instructional Framework
Chapter 7: Plan High-Quality Literacy Instruction
Chapter 8: Select Appropriate Instructional Strategies
Chapter 9: Consider Equity in Literacy
Epilogue
Appendix A: PREP Template and Other Tools
Appendix B: Essential Understandings and Guiding Questions
Appendix C: List of Figures and Tables
PRINTABLE REPRODUCIBLES
Chapter 2
- Figure 2.2: Unobtrusive Data-Recording Tool
- Figure 2.3: Writing Assessment Options A to Z
- Figure 2.4: Running Record Template
Chapter 3
Chapter 4
- Figure 4.1: Rubric for Standards
- Figure 4.3: Retelling Checklist—A Self-Monitoring Tool
- Figure 4.4: Tracking Letter-Naming Proficiency
- Figure 4.5: Student Checklist for a Writing Assignment
- Figure 4.6: Checklist to Calibrate the Team-Scoring Process
Chapter 5
- Figure 5.1: Data-Inquiry Meeting Preparation Checklist
- Figure 5.2: Team Data Collection
- Figure 5.3: Creating Data-Discussion Norms
- Figure 5.4: Data-Inquiry Discussion Template
- Figure 5.6: Story Map
- Figure 5.7: Interdisciplinary Scaffolding Strategies
Chapter 6
Chapter 7
- Figure 7.1: Questions to Guide Collaborative Literacy Planning
- Figure 7.3: Alphabet Arc
- Figure 7.6: Whole-Group Writing Checklist
- Figure 7.7: Story Idea Tool
- Figure 7.9: Tracking Progress
Chapter 8
Appendix A
- PREP Template
- Learning Progression and Assessments Template
- Protocol to Unwrap Priority Standards
- Tool to Unwrap Priority Standards
- Text Complexity: Qualitative Measures Rubric—Informational Texts
- Text Complexity: Qualitative Measures Rubric—Literature
Appendix B
- Figure B.1: Verb List Showing Relationships
- Figure B.2: Paired Essential Understandings With Guiding Questions
Exercises
- Exercise: Enter Unit Standards Onto the PREP Template
- Exercise: Indicate (or Determine) Priority Standards
- Exercise: Unwrap Unit Priority Standards
- Exercise: Identify Knowledge Items
- Exercise: Determine Skills
- Exercise: Assign Levels of Rigor for Learning Targets
- Exercise: Consider Assessment Types and Purposes
- Exercise: Develop a Learning Progression and Assessment Plan
- Exercise: Consider Options for Complex Text
- Exercise: Map Out Instruction and Assessment Dates
- Exercise: Develop a Common Analytic Rubric
- Exercise: Create Student Checklists
- Exercise: Participate in Collaborative Scoring
- Exercise: Design a Data-Collection Tool
- Exercise: Participate in a Team Data-Inquiry Discussion
- Exercise: Explore Gradual Release of Responsibility
- Exercise: Plan for a Literacy Block in a PLC
- Exercise: Train for Phonological Awareness and Letter-Sound Skills
- Exercise: Guide a Discussion About Whole-Group Lessons
- Exercise: Guide a Discussion About Small-Group Instruction
- Exercise: Guide a Discussion About Independent Learning
- Exercise: Design a Lesson Using Gradual Release of Responsibility
- Exercise: Answer Important Questions About Access
SUGGESTED RESOURCES
BOOKS
- Bailey, K., & Jakicic, C. (2017). Simplifying Common Assessment: A Guide for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for Success With the Common Core: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Brendtro, L. K., Brokenleg, M., & Van Bockern, S. (2019). Reclaiming Youth at Risk: Futures of Promise (3rd ed.). Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
- Dimich, N. (2015). Design in Five: Essential Phases to Create Engaging Assessment Practice. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., & Marzano, R. J. (2011). Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree Press.
- Friziellie, H., Schmidt, J. A., & Spiller, J. (2016). Yes We Can!: General and Special Educators Collaborating in a Professional Learning Community. Bloomington, IN: Solution Tree Press.
- Glass, K. T. (2017). The Fundamentals of (Re)designing Writing Units. Bloomington, IN: Solution Tree Press.
- Glass, K. T. (2018). (Re)designing Narrative Writing Units for Grades 5–12. Bloomington, IN: Solution Tree Press.
- Glass, K. T., & Marzano, R. J. (2018). The New Art and Science of Teaching Writing. Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Resources.
- Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
- Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.
WEBSITES
Chapter 2
Chapter 3
- California Department of Education, “Recommended Literature List”
- Common Core State Standard’s “Appendix B: Text Exemplars and Sample Performance Tasks”
- International Literacy Association, “Choices Reading Lists”
- National Council of Teachers of English, “Awards”
Chapter 7
- Achieve the Core, “Read Aloud Project”
- Common Core State Standard’s “Appendix B: Text Exemplars and Sample Performance Tasks”
- The PAST Test
Chapter 8
- edHelper.com, “Free Graphic Organizers Worksheets”
- Education Oasis, “Graphic Organizers”
- Freeology, “Graphic Organizers”
- Houghton Mifflin Harcourt Education Place, “Graphic Organizers"
- Teacher Files, “Graphic Organizers”
- TeacherVision, “Graphic Organizers”
Chapter 9
