PLCs in Action: Innovative Teaching for Struggling Grade 3-5 Readers.
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, ap...
| Publicado en: | Reading Teacher Vol. 67; no. 2; pp. 143 - 152 |
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| Autores principales: | , , , , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2013
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=90470439&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 90470439 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Oct2013 vid: 67 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 90470439 10.1002/TRTR.1180 ppf: 143 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 210KB tig: atl: PLCs in Action: Innovative Teaching for Struggling Grade 3-5 Readers. aug: au: 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. affil: PhD student, University of North Carolina, Chapel Hill, USA Orange County Schools, Hillsborough, North Carolina Director of the Center for Literacy and Disability Studies, University of North Carolina, Chapel Hill, USA su: Professional learning communities Reading (Elementary) Elementary school teachers Struggling readers Lesson planning Study & teaching of fiction Nonfiction Education United States sug: subj: United States Professional learning communities Reading (Elementary) Elementary school teachers Struggling readers Lesson planning Study & teaching of fiction Nonfiction Education keyword: Childhood Comprehension Decoding Instructional intervention professional development School based Struggling learners Teacher education To learners in which of the following categories does your work apply? Vocabulary ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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