A Leader’s Guide to Reading and Writing in a PLC at Work®, Elementary

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Table of Contents

Introduction: Leaders of Literacy
Chapter 1: Establish Clarity About Student Learning Expectations
Chapter 2: Examine Assessment Options for Literacy
Chapter 3: Create a Learning Progression to Guide Instruction and Assessment
Chapter 4: Develop Collective Understanding of Learning Expectations
Chapter 5: Respond to Student Data to Ensure All Students Learn
Chapter 6: Design Lessons Using the Gradual Release of Responsibility Instructional Framework
Chapter 7: Plan for High-Quality Instruction in Literacy
Chapter 8: Select Appropriate Instructional Strategies
Chapter 9: Consider Equity in Literacy
Epilogue
Appendix A: Reference Points, Templates, and Tools
Appendix B: List of Figures and Tables

STUDY GUIDE

• A Leader’s Guide to Reading and Writing in a PLC at Work®, Elementary Study Guide

Reproducibles

Chapter 1

• Figure 1.1: PREP steps and guiding questions for teams to consider
• Figure 1.3: A snapshot of the criteria for prioritizing standards
• Figure 1.5: Leadership guiding question for the PREP process
• Figure 1.6: Leadership area guidelines for learning expectations—Achieve focus and stay intentional
• Figure 1.7: Leadership area guidelines for learning expectations—Build shared leadership
• Figure 1.8: Leadership area guidelines for learning expectations—Foster communication

Chapter 2

• Figure 2.1: Unobtrusive student data-recording form—Example
• Figure 2.4: Leadership guiding questions for examining assessment options for literacy
• Figure 2.5: Leadership area guidelines for assessment—Achieve focus and stay intentional
• Figure 2.7: Leadership area guidelines for assessment—Prioritize students
• Figure 2.8: Writing assessment options A to Z

Chapter 3

• Figure 3.1: Leadership guiding questions to support designing learning progressions
• Figure 3.5: Leadership area guidelines for learning progressions—Lead instruction

Chapter 4

• Figure 4.2: Leadership guiding questions for rubric design
• Figure 4.4: Leadership guiding questions for designing student checklists
• Figure 4.5: Leadership guiding questions for calibration-scoring checklists
• Figure 4.7: Leadership area guidelines for collective understanding of learning expectations—Build shared leadership

Chapter 5

• Figure 5.4: Data wall example three—Class formative assessment data
• Figure 5.6: Protocol for using common formative assessment data
• Figure 5.7: Leadership guiding questions for data-analysis meetings
• Figure 5.8: Leadership area guidelines for student data—Achieve focus, stay intentional, and use evidence for decision making and action

Chapter 6

• Figure 6.2: Gradual release of responsibility observation form
• Figure 6.3: Organizational structure for improving and implementing effective instructional strategies
• Figure 6.4: Leadership area guidelines for gradual release of responsibility—Establish and maintain organization and lead instruction

Chapter 7

• Figure 7.3: Leadership guiding questions for building tight expectations for literacy components
• Figure 7.4: Small-group reading or writing teacher self-reflection and peer-observation tool
• Figure 7.5: Leadership area guidelines for literacy components—Establish and maintain organization and lead instruction

Chapter 8

• Figure 8.1: Annotation examples
• Figure 8.2: Options for symbol annotation
• Figure 8.6: Leadership area guidelines for instructional strategies—Use evidence for decision making and action

Chapter 9

• Figure 9.2: Leadership guiding questions for considering equitable access to instruction
• Figure 9.3: Leadership guiding questions for using culturally appropriate resources
• Figure 9.4: Leadership area guidelines for equity in literacy—Develop community and relationships
• Figure 9.5: Student-centered decision-making protocol
• Figure 9.6: Leadership area guidelines for equity in literacy—Prioritize students

Appendix A

• PREP Template
• Learning Progression and Assessments Template
• Text Complexity: Qualitative Measures Rubric—Information Texts
• Text Complexity: Qualitative Measures Rubric—Literature

Suggested Resource

Books

• Bailey, K., & Jakicic, C. (2012). Common formative assessment: A toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• 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.
• Bayewitz, M. D., Cunningham, S. A., Ianora, J. A., Jones, B., Nielsen, M., Remmert, W., et al. (2020). Help your team: Overcoming common collaborative challenges in a PLC 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. (Eds.). (2015). It’s about time: Planning interventions and extensions in elementary school. 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.
• Butler, B. K. (2015). Collaborating in the core. In A. Buffum & M. Mattos (Eds.), It’s about time: Planning interventions and extensions in elementary school (pp. 51–80). Bloomington, IN: Solution Tree Press.
• Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., & Darrah, E. P. (2021). The metacognitive student: How to teach academic, social, and emotional intelligence in every content area. Bloomington, IN: Solution Tree Press.
• Colburn, L., & Beggs, L. (2021). The wraparound guide: How to gather student voice, build community partnerships, and cultivate hope. Bloomington, IN: Solution Tree Press.
• Conzemius, A. E., & O’Neill, J. (2014). The handbook for SMART school teams: Revitalizing best practices for collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R. (2015). In praise of American educators: And how they can become even better. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. W. (2010). Learning by doing: A handbook for Professional Learning Communities at Work (2nd ed.). 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.
• Eaker, R., & Marzano, R. J. (2020). Professional Learning Communities at Work and High Reliability Schools: Cultures of continuous learning. Bloomington, IN: Solution Tree Press.
• Fullan, M., & Edwards, M. A. (2017). The power of unstoppable momentum: Key drivers to revolutionize your district. 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.
• Gregory, G., Kaufeldt, M., & Mattos, M. (2016). Best practices at Tier 1: Daily differentiation for effective instruction, elementary. Bloomington, IN: Solution Tree Press.
• Gregory, K., Cameron, C., & Davies, A. (2011). Setting and using criteria (2nd ed.). Bloomington, IN: Solution Tree Press.
• Jensen, E. (2019). Poor students, richer teaching: Seven high-impact mindsets for students from poverty (Rev. ed.). Bloomington, IN: Solution Tree Press.
• Kanold, T. D. (2011). The five disciplines of PLC leaders. Bloomington, IN: Solution Tree Press.
• Kanold, T. D. (2017). Heart! Fully forming your professional life as a teacher and leader. Bloomington, IN: Solution Tree Press.
• Kise, A. G. (2019). Holistic leadership, thriving schools: Twelve lenses to balance priorities and serve the whole student. Bloomington, IN: Solution Tree Press.
• Kramer, S. V., & Schuhl, S. (2017). School improvement for all: A how-to guide for doing the right work. Bloomington, IN: Solution Tree Press.
• Kramer, S. V., Sonju, B., Mattos, M., & Buffum, A. (2021). Best practices at Tier 2: Supplemental interventions for additional student support, elementary. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2017). The new art and science of teaching (Rev. & exp. ed.). Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2020). Teaching basic, advanced, and academic vocabulary: A comprehensive framework for elementary instruction. Bloomington, IN: Marzano Resources.
• Marzano, R. J., Rogers, K., & Simms, J. A. (2015). Vocabulary for the new science standards. Bloomington, IN: Marzano Resources.
• Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the Common Core. Bloomington, IN: Marzano Resources.
• Mattos, M., DuFour, R., DuFour, R., Eaker, R., & Many, T. W. (2016). Concise answers to frequently asked questions about Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• McTighe, J., & Curtis, G. (2019). Leading modern learning: A blueprint for vision-driven schools (2nd ed.). Bloomington, IN: Solution Tree Press.
• Muhammad, A. (2015). Overcoming the achievement gap trap: Liberating mindsets to effect change. Bloomington, IN: Solution Tree Press.
• Muhammad, A., & Cruz, L. F. (2019). Time for change: Four essential skills for transformational school and district leaders. Bloomington, IN: Solution Tree Press.
• O’Connor, K. (2013). The school leader’s guide to grading. Bloomington, IN: Solution Tree Press.
• Onuscheck, M., Spiller, J. (Eds.), & Glass, K. T. (2020). Reading and writing instruction for fourth- and fifth-grade classrooms in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Onuscheck, M., Spiller, J. (Eds.), Gord, S., & Sheridan, K. E. (2020). Reading and writing instruction for second- and third-grade classrooms in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Onuscheck, M., Spiller, J. (Eds.), Martin, E., & May, L. (2020). Reading and writing instruction for preK through first-grade classrooms in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Reeves, D. (Ed.). (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree Press.
• Reeves, D. (2016). Elements of grading: A guide to effective practice (2nd ed.). Bloomington, IN: Solution Tree Press.
• Reeves, D. (2020a). Achieving equity and excellence: Immediate results from the lessons of high-poverty, high-success schools. Bloomington, IN: Solution Tree Press.
• Reeves, D., & Eaker, R. (2019). 100-day leaders: Turning short-term wins into long-term success in schools. Bloomington, IN: Solution Tree Press.
• Rogers, P., Smith, W. R., Buffum, A., & Mattos, M. (2020). Best practices at Tier 3: Intensive interventions for remediation, elementary. Bloomington, IN: Solution Tree Press.
• Simms, J. A., Marzano, R. J. (2019). The new art and science of teaching reading. Bloomington, IN: Solution Tree Press.
• Spiller, J., & Power, K. (2019). Leading with intention: Eight areas for reflection and planning in your PLC at Work. Bloomington, IN: Solution Tree Press.
• Townsley, M., & Wear, N. L. (2020). Making grades matter: Standards-based grading in a secondary PLC at Work. Bloomington, IN: Solution Tree Press.
• White, K. (2017). Softening the edges: Assessment practices that honor K–12 teachers and learners. Bloomington, IN: Solution Tree Press.
• White, K. (2019). Unlocked: Assessment as the key to everyday creativity in the classroom. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Websites

• AllThingsPLC
• Collins Dictionary
• Lexile
• National School Reform Faculty
• The Illinois Assessment of Readiness Digital Item Library
• The Martin Luther King, Jr. Research and Education Institute
• Vocabulary.com