PLCs in Action: Innovative Teaching for Struggling Grade 3-5 Readers

Autor/inn/en	D'Ardenne, Charna; Barnes, Debra G.; Hightower, Elaine S.; Lamason, Pamela R.; Mason, Mary; Patterson, Paula C.; Stephens, Nancy; Wilson, Carolyn E.; Smith, Vickie H.; Erickson, Karen A.
Titel	PLCs in Action: Innovative Teaching for Struggling Grade 3-5 Readers
Quelle	In: Reading Teacher, 67 (2013) 2, S.143-151 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Reading Instruction; Instructional Innovation; Reading Difficulties; Communities of Practice; Intervention; Elementary School Teachers; Grade 3; Grade 4; Grade 5; Reading Achievement; Educational Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Leseunterricht; Educational Innovation; Bildungsinnovation; Reading difficulty; Leseschwierigkeit; Community; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A group of elementary school reading teachers used their time in a Professional Learning Community to develop a systematic intervention to address the needs of struggling readers in grades 3 to 5. Working as a team, they identified a collection of books that was culturally diverse, high interest, appealing to boys and girls, aligned with curriculum across the grades, and equally representative of fiction and non-fiction. Using the collection of books as a starting place, the group wrote lessons that addressed decoding, vocabulary development, comprehension strategies, and responding to standardized test question stems. The resulting intervention led to growth in reading level as well as accelerated progress on the state mandated end of grade test in reading. The PLC offered this group of experienced reading teachers a district-supported framework for working together to create a locally relevant solution for the students they teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10