Reading and Writing Instruction for Fourth- And Fifth-Grade Classrooms in a PLC at Work(r) (Paperback)

Prepare students to succeed with increasingly sophisticated reading and writing challenges. Designed for teachers of grades 4 5, this resource helps readers address the pivotal shift in learning expectations that occurs during the upper elementary years. Myriad templates, tools, and strategies are included to support collaborative teams as they work to establish a rich and robust plan for quality literacy instruction, assessment, and intervention.

Use this resource to inspire fourth- and fifth-graders to excel in reading and writing:

• Understand the role PLCs and collaborative teams play in literacy development and reading comprehension strategies.
• Obtain strategies and tools, such as the pre-unit protocol, for unpacking and clarifying literacy standards.
• Explore adaptable, research-based instructional strategies, and learn how to plan high-quality literacy instruction that boosts student reading and writing skills.
• Examine the four components of the gradual release model--(1) focused instruction, (2) guided instruction, (3) collaborative learning, and (4) independent learning.
• Observe how to collaboratively score assessments and conduct effective data inquiry and analysis.
• Study the powerful impact literacy has on student engagement and inclusivity.

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 Student Data to Ensure All Students Learn
Chapter 6: Differentiate Instruction 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: Templates and 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
References and Resources
Index

Kathy Tuchman Glass, MEd, strives to empower teachers to maximize student potential. She is a consultant, trainer, and former classroom teacher with more than twenty-five years of experience in education. Additionally, she is an accomplished author of many books, including The New Art and Science of Teaching Writing, coauthored with Robert J. Marzano, and the (Re)designing Writing Units series.

Recognized for her expertise in myriad areas concerning curriculum and instruction, Kathy provides dynamic and interactive professional learning to K-12 educators. Her topics include differentiated instruction, standards work around English language arts, literacy, instructional strategies, assessments, and backward planning for unit and lesson design. She is a member of the International Literacy Association, the National Council of Teachers of English, the Association for Supervision and Curriculum Development, and Learning Forward.

Kathy has a bachelor's degree from Indiana University-Bloomington and a master's degree in education from San Francisco State University.

To learn more about Kathy's work, visit Glass Educational Consulting.