Reading and Writing Strategies for the Secondary English Classroom in a PLC at Work® (A guide to closing literacy achievement gaps and improving . (Every Teacher Is a Literacy Tecaher)

Close literacy achievement gaps across grades 6-12. Part of the Every Teacher Is a Literacy Teacher series, this resource highlights how English language arts (ELA) educators can work collaboratively to combat literacy concerns and improve student skill development. The authors provide, describe, and give examples of many literacy-based strategies that you can immediately begin integrating into your ELA classroom.

Use this resource to help every student improve his or her ELA skills:

Contents:
Preface
Introduction: Every Teacher Is a Literacy Teacher
Chapter 1: Collaboration, Learning, and Results
Chapter 2: Foundational Literacy Triage
Chapter 3: Prereading
Chapter 4: During Reading
Chapter 5: Postreading
Chapter 6: Writing
Chapter 7: Assessment
Appendix: Reproducibles

Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. As a sixth-grade teacher, he taught reading, language arts, social studies, and science. Since 2001, he has taught academic literacy support to struggling freshmen and sophomores, in addition to teaching other college prep and accelerated English courses. In his coaching role, he partners with instructors from all divisions to increase disciplinary literacy for students--running book studies, professional development sessions, and one-on-one coaching meetings. Daniel received a bachelor's degree in speech communications from the University of Illinois at Urbana-Champaign, an English teaching degree and a master's degree in curriculum and instruction from Northeastern Illinois University in Chicago, and a master's degree in reading from Concordia University in Chicago. Follow him on Twitter @dargentar125.

Katherine A. N. Gillies works as a reading specialist and English teacher at Niles North High School, where she previously served as a literacy coach. There, Katherine serves as the lead architect of schoolwide literacy improvement work, including building a comprehensive system of intervention and support for struggling readers, as well as crafting research-based curricula to ensure continued literacy growth for all students (Tiers I, II, and III). Katherine leads a number of PLCs and cross-curricular initiatives aimed at using data to inform instruction, building capacity for disciplinary literacy, and responsible assessment practices in the secondary arena. She has presented at both local and national conferences, including NCTE, on these topics. Katherine earned a bachelor's degree in literature and secondary education from Saint Louis University; a master's degree from the University of Illinois, Chicago in literacy, language, and culture with reading specialist certification; as well as a master's degree in educational leadership and administration from Concordia University, Chicago. She is also a certified Project CRISS trainer.

Maureen M. Rubenstein is a literacy coach and special education instructor at Adlai E. Stevenson High School. As a teacher, she works with students on an individualized education plan with diagnosed reading, writing, and emotional disabilities in the classroom environment. In her coaching role, she partners with instructors from all divisions to work on disciplinary literacy. In addition to coaching individual teachers, she works with the other literacy coaches to coordinate and implement book clubs, professional development sessions, and one-on-one coaching sessions. Maureen received a bachelor's degree in special education from Illinois State University, a master's degree in language literacy and specialized instruction (reading specialist) degree from DePaul University, and a master's degree in educational leadership from Northern Illinois University. Maureen is also a certified CRISS instructor and certified to teach Wilson Reading.

Brian R. Wise is a literacy coach and English teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. He has taught a wide array of English and literacy intervention courses throughout his career. As a literacy coach, he works with faculty members from all divisions of the high school to build teachers' capacity for embedding literacy skills into classroom instruction and assessment. Brian received his bachelor's degree in English education from Boston University, a master's degree in English from DePaul University, and a master's degree in reading from Concordia University Chicago.