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Reading and Writing Instruction for Second- and Third-Grade Classrooms in a PLC at Work®

Discover how to design standards-aligned instruction, assessment, and intervention that support the literacy development of every second- and third-grader. This resource contains best practices for collaborative teams looking to improve their students’ reading comprehension.

Benefits

  • Understand the role professional learning communities (PLCs) play in literacy development.
  • Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension.
  • Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards.
  • Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis.
  • Study the powerful impact literacy has on student engagement and inclusivity in grades two and three.

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Reading and Writing Instruction for Second- and Third-Grade Classrooms in a PLC at Work

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Table of Contents

Introduction: Every Teacher Is a Literacy Teacher
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 Data to Ensure All Students Learn
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: Process for Prioritizing Standards
Appendix C: Depth of Knowledge Overview
Appendix D: Essential Understandings and Guiding Questions
Appendix E: List of Figures and Tables

PRINTABLE REPRODUCIBLES

Chapter 2

Chapter 4

Chapter 5

Chapter 7

Chapter 8

Appendix A

Exercises

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.
  • 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., & Marzano, R. J. (2018). The New Art and Science of Teaching Writing. Bloomington, IN: Solution Tree Press.
  • Marzano, R. J. (2017). The New Art and Science of Teaching. 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.
  • Reeves, D. (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree.
  • Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

WEBSITES

Chapter 3

Chapter 8

Chapter 9