Summer 2016

PLC Book Study:

Explaining Reading, A Resource for Explicit Teaching of the Common Core State Standards By Gerald Duffy
The Reading Strategies Book, Your Everything Guide to Developing Skilled Readers By Jennifer Serravallo
Various Articles and/or links

What is a PLC Book Study?

PLC book studies can be powerful tools for developing the teacher expertise necessary for improving performance and
enhancing student learning through deliberate practice.
We will:
Set group norms
Set goals
Create a timeline
Take notes
Reflect on our practices

Group Norms:
We all have positive intent.
Be prepared for individual and group work.
Be a respectful and engaged listener.
Accountability Protocol: When we break the norms we will say the word squirrel. Potentially think about having a
process observer someone who will share out about how well the PLC is functioning. Would you rather have someone
address you individually, private conversation, or by the process observer.

Due

Assignment

Structure

6/14/16
1:00-2:30

Read Chapters 1 & 2 (pages 3-28) in

Explaining Reading
Annotate the text in a format that
works for you and be prepared to
discuss

1. Review- What is a PLC Book Study? (1 min) AD

2. Set Norms - (10 min) (CC lead AD write)
Appendix B-Fill out whole group under elmo and
then record on student form *share doc with group
3. Set Goals- big picture, individual (10 min)
Big Picture: We will understand and be able to
explain the metacognitive connection, the why,
behind our instruction. (AD)
Individual Goal: Write on a post it to keep in folder,
share out to group (CC)
i.
Ex. I want to learn about effective vocabulary
instruction that is culturally responsive.
4. Introduce Reflection Form (Appendix C) (30 min)
Share example (I do) (AD)
Get into small groups (at least 3) and work on filling
out the first 3 columns (We do)
Make a plan of how they will try it out and report
results and modifications for next time (You do)
As a whole group share out one strategy you plan to
implement in the upcoming week
http://www.broward.k12.fl.us/talentdevelopment/news/plc/PL
C-Book-Study-Guidelines.pdf
5. Articles/links to promote alternate views (10 min) (AD)
Teaching vowels
i.
Module 7- pages 42-43
ii.
Module 3- pages 74-75
Inference vs. prediction
https://prezi.com/rhcvgkhs1o2s/inference-vs-prediction/
6. Introduce Coaching Model (CC) (5 min)

To do:
Make example and copy (4)
Copy LETRS pages

What was the learning intention of this lesson?

On a scale of 1-10, with 10 being the highest, how close was the lesson to ideal?
What teaching strategies did you use that you felt positively
impacted student learning?
What would have to change to make it closer to a 10?
What would you like to see students doing differently?
Describe what it would look like.

7. If time permits, start looking at assessments from Monday

to determine needs
8. Share assignment for next time
Read Chapters 3-5 (pages 29-57) in Explaining
Reading
Annotate the text in a format that works for you and
be prepared to discuss
6/23/16
1:00-2:30

Read Chapters 3-5 (pages 29-57) in

Explaining Reading
Annotate the text in a format that
works for you and be prepared to
discuss
To bring:
Notecards
Look at data charts
See if there are rulers or if aimline
has already been made
Review CFA and answers below

1. Review Norms and Goals (1 min) AD

2. Share in small groups from last week- What did you try?
What were your results? How would you modify? (15 min)
AD
3. Doug Buehl - Save the last word for me Interactive
Strategy (whole group): On one side write one important
point from the reading that was new learning. On the
other side of the card write why you thought it was
important to your learning. Tell the group the new
learning. Then let group members respond to that
statement (why they think its important, if it reminds
them of effective practices, etc) (3o minutes-model one
time around and then break into small groups) CC
4. CFA Analysis: (3 groups of 4) Use information to answer the
questions on the last page and then go through the

answers whole group (30 minutes) AD

a. Why do you think we had you complete this activity?
b. What did you learn from doing this?
5. Share assignment for next time- CC
Based on your goal, read portions of Reading Strategies
and/or Explaining Reading to further support your learning
in that area and impact student learning (try something
and be prepared to share).
Make sure data charts are updated
6/30/16
1:00-2:30

1. Based on your goal, read

portions of Reading Strategies
and/or Explaining Reading to
further support your learning
in that area and impact
student learning (try
something and be prepared to
share).
2. Make sure data charts are
updated

1. Review Norms and Goals (1 min) AD

2. Whole group: (target; to learn and think about how data
can affect your instruction)
a. What does the correct aim line mean? (use AIMSWeb
examples) CC
3. In small coaching groups; B
oth
a. Draw correct aim line on data charts.
b. Discuss which students are close to the aim line?
Which are not? Why?
c. Informally share successful strategies theyve tried
in relation to their goal.
4. Goal: (Reference page 2 of Reading Strategies) & share goal
to get 80% of students closer to the aim line: After 5 days of
focused instruction, 80% of students will reach the correct aim
line on RCBM and/or MAZE. AD
5. Share assignment for next time
Work on goal and enter information in the first four
columns of the 5 column chart Do any reading from Reading Strategies and/or
Explaining Reading to help you meet your goal.
Read getting started section from Reading

Strategies
*share learning from homework
7/6/16
1:00-2:30

1. Work on goal and enter

information in the first 4 columns of
the 5 column charthttps://docs.google.com/document
/d/108Pa64198WC0Iq35XzXBUsZBQ
zolmrk91NtsRZ01sbg/edit
2. Do any reading from R
eading
Strategies and/or Explaining
Reading to help you meet your goal.

1. Review Norms and Goals (1 min) CC

2. Share with whole group: *we are building capacity beyond
the summer reading program
a. Discuss Getting Started section from Reading
Strategies- A
D
i.
10 minutes to create a graphic that depicts the
learning that was most valuable for your
toolbox moving forward
ii.
Share out in a small group (3-4)
b. How are you progressing toward your individual goal
(post-it note goal) CC
i.
Quick share - whole group
3. How are you progressing toward your selection of strategy
from Reading Strategies book to meet PLC student goal?
Check-in with goal: After 5 days of focused
instruction, 100% of students will reach the correct
aim line on RCBM, MAZE or DAZE (after re-teaching)
a. Discuss with a partner:
i.
How are you going to re-teach?
ii.
What modifications will you make?
iii.
What have you learned from your peers that
you can implement tomorrow? (reference 5
column chart)
5. Share assignment for next time:
Continue to work on student goal and enter
information in the 5 column chart
What Does Got It Look Like: Choose a strategy
from one of the books and videotape yourself

teaching it with the ipad. On our last PLC bring the

video to show the students learning or response to
the strategy. Following the video, we will have a
small group discussion about which of the students
seemed to get it.
7/12/16
1:00-2:30

1. Continue to work on student goal

and enter information in the 5
column chart
2. What Does Got It Look Like:
Choose a strategy from one of the
books and videotape yourself
teaching it with the ipad. On our last
PLC bring the video to show the
students learning or response to the
strategy. Following the video, we will
have a small group discussion about
which of the students seemed to
get it.

1. Review Norms and Goals (1 min) AD

2. Share out progress of student goal and 5 column chart in a
whole group.
a. Did you meet your goal?
b. What have you learned from this experience (setting
a goal and using it to guide your instruction)?
3. Share videos of strategy instruction in coaching groups
a. Did the students get it?
b. How do you know?
4. Whip Around - a word or phrase to describe your
experience with the PLC

Common Formative Assessment

Data Analysis Scenario
Analyze assessment data.
Questions and Tasks to Complete:
1) What was the performance of the Team in relationship to their SMART Goal?
Did not meet the goal: 53% met the goal based on the results of the CFA
2) What was the performance of the sub-groups across the entire grade level as compared to the individual teacher results?
Ms. Apples ELL students were successful
Mr. Bigmans and Crabtree students were not
Ms. Apples and Mr. Bigmans Special Education students were not successful and Ms. Crabtrees were not
9/30 ELLs 4 out of the 9 met the goal 44.4%
3/30 Special Ed and 1 out of 3 met the goal 33%
Mrs. Crabtree had 80% at mastery
3) What connections can be made between the results on the common formative assessment and the instructional
strategies used by teachers?
Ms. Crabtree used small groups as the instructional strategy to reteach, collaborative groups, graphic organizer (triple play in
terms of effect size) student engagement in terms of assessment
Ms. Apple focused on vocabulary for ELLs which is good for all students
When students are in collaborative projects the assessment and learning targets should be based on group learning
(speaking and listening, working in a group, interpersonal skills)
4) Does the sub-group data reveal suggestions and ideas regarding the effectiveness of instructional strategies?

Mrs. Sunnyday used instructional strategies and materials from Mrs. Crabtree
Ms. Apple focused on vocabulary to increase knowledge with ELL students
Ms. Crabtree taught skills everyday and reteaching in small groups

5) What does the data suggest regarding potential next steps for the Team regarding the 3rd and 4th question of a
Professional Learning Community: How do we respond when students are not learning? How do we respond when
students are learning?
When students are not learning the teacher uses data to determine small groups for reteaching
When students are learning the teacher provides opportunity for project completion with student presentations to classroom
and small groups
6) How would you coach this Team towards improving student learning and achievement?
Following their norms - otherwise its just a list of nice to knows
Encouraging co-planning so we can learn from one another instructional strategies
sit down with data AND THEN talk about instructional strategies and engagement
Encourage this Team to embed vocabulary strategies into all areas
Encourage this Team to observe Ms. Crabtree and Ms Apple (Peer Observation Model - the assistant takes all the teachers
we randomly group them into groups of 3. By the end of the year you need to observe each other teach. At the end of each
lesson they need to debrief together and just share data collected - depth of knowledge questions, instructional strategies,
etc)
7) What specific recommendations would you have for this Team prior to moving on to the next essential
standard/objective?

Create one unified lesson plan with encompassing materials utilizing the special ed teacher