Reading and Writing Instruction for PreK Through First Grade Classrooms in a PLC at Work®: (A practical resource for early literacy development and student engagement in a PLC at Work)

by Mark Onuscheck, Jeanne Spiller

Overview

Part of the Every Teacher Is a Literacy Teacher series

Building a solid literacy foundation is of paramount importance during a learner’s early school years. Closely aligned to the PLC at Work® process, this practical resource outlines how collaborative teams can fully support and encourage literacy development in preK through first grade. Readers will discover a variety of tools and strategies to design standards-aligned instruction, develop quality assessments, provide timely interventions, and more.

Teachers can use this resource to address specific literacy challenges and situations found within their grade band:

• 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.

Contents:

Books in the Every Teacher Is a Literacy Teacher series

• Reading and Writing Instruction for PreK Through First-Grade Classrooms in a PLC at Work®
• Reading and Writing Instruction for Second- and Third-Grade Classrooms in a PLC at Work®
• Reading and Writing Instruction for Fourth- and Fifth-Grade Classrooms in a PLC at Work®
• Reading and Writing Strategies for the Secondary English Classroom in a PLC at Work®
• Reading and Writing Strategies for the Secondary Science Classroom in a PLC at Work®

Product Details

ISBN-13:	9781947604919
Publisher:	Solution Tree Press
Publication date:	06/16/2020
Pages:	320
Product dimensions:	7.00(w) x 10.00(h) x (d)

Table of Contents

About the Series Editors ix

About the Authors xi

Introduction Every Teacher Is a Literacy Teacher 1

Chapter Organization and Pour Critical Questions 1

About This Series 3

The Need for High-Quality Instruction in PreK Through First Grade 4

What High-Quality Instruction Looks Like in PreK Through First Grade 5

The Value of Professional Learning Communities in PreK Through First-Grade Literacy 6

Chapter 1 Establish Clarity About Student Learning Expectations 11

PREP Steps 13

Summary 37

Chapter 2 Review Assessment Types and Formats 39

Assessment Types and Formats 40

The Assessment Journey 53

Literacy Assessment Considerations and Suggestions 56

Summary 59

Chapter 3 Develop a Learning Progression to Guide Instruction and Assessment 61

Learning Progression Steps 62

Learning Progression Timelines 83

Summary 92

Chapter 4 Develop Collective Understanding of Mastery Expectations 93

Rubrics 94

Student Checklists 110

Collaborative Scoring 112

Summary 119

Chapter 5 Respond to Data to Ensure All Students Learn: Response to Intervention 121

Collective Data Inquiry 122

RTI 132

Summary 145

Chapter 6 Design Lessons Using the Gradual Release of Responsibility Instructional Framework 147

Gradual Release of Responsibility 148

Gradual Release of Responsibility Strategies 153

Summary 162

Chapter 7 Plan High-Quality Literacy Instruction 163

Literacy Block Components 164

Summary 215

Chapter 8 Select Appropriate instructional Strategies 217

Cooperative Learning 218

Graphic Organizers 226

Concept Attainment 230

Summary 237

Chapter 9 Consider Equity in Literacy 239

Access to Instruction 241

Access to High Expectations 244

Access to Resources 247

Summary 253

Epilogue 255

Appendix A PREP Template and Other Tools 257

PREP Template 258

Learning Progression and Assessments Template 261

Protocol to Unwrap Priority Standards 263

Tool to Unwrap Priority Standards 264

Read-Aloud Text Complexity: Qualitative Measures Rubric-Informational Texts 265

Read-Aloud Text Complexity: Qualitative Measures Rubric-Literature 267

Appendix B Essential Understandings and Guiding Questions 269

Craft Essential Understandings 269

Develop Guiding Questions 272

Appendix C List of Figures and Tables 275

References and Resources 279

Index 297

What People are Saying About This

From the Publisher

"This book is a great professional development resource. Teachers will love its clarity, action steps, and discussion prompts throughout the book. The authors have captured the essence of what makes professional learning communities so powerful and have outlined the process so well to make it easy for others to adopt." —Susan B. Neuman, professor of childhood education and literacy development, Steinhardt School, New York University

"Reading and Writing Instruction for PreK Through First-Grade Classrooms in a PLC at Work is a thoughtful, comprehensive road map that truly puts students front and center. Whether you are a new or a veteran educator, this book outlines the important conversations needed to ensure every student receives effective, equitable literacy instruction." —Elizabeth Atack, Nashville Early Literacy program manager, 2014 Toyota Family Teacher of the Year

"Some good teachers may be born that way, but I suspect most good teachers are made through hard work and dedication. This book tells us how that process might best occur. Why struggle alone when one can harness the collective insights and expertise of a team? Nowhere does this become more obvious than when unpacking the literacy standards that teachers must interpret in order to provide effective literacy instruction to their young learners. Martin and May provide clear and engaging guidance for providing professional learning communities with the necessary wherewithal to do just that. Packed full of procedures, necessary tools, templates, and lively examples from their own experiences, the authors have laid out a systematic approach to identifying priority standards, generating learning progressions to build incremental steps to the standards, and devising summative and formative assessment techniques to help determine how and when young students are meeting their literacy learning goals." —Alison Bailey, professor of human development and psychology, Department of Education, UCLA