Traditional Strategies for Supporting Students in Writing
Nontraditional Strategies for Supporting Students in Writing
Considerations When Students Struggle
Considerations When Students Are Proficient
Wrapping Up
Understanding the Role of Literacy-Based Assessment in the ELA Classroom
Matching Text Complexity and Reader Capacity
Monitoring Student Perceptions
Collaborating to Create Assessments
Using Rubrics as Assessment Tools
Providing Timely and Effective Feedback
Analyzing and Applying Data
Wrapping Up
Prereading Anticipation Guide
Quick-Write Prompts
Visuals
Beliefs and Opinions Survey
Text-Dependent Questioning
Five Words Recording Sheet
Student Self-Questioning Taxonomy
Postreading Checklist
3–2–1 Example
Two-Quote Paragraph Template
Evaluating Claim Statements and Supporting Them With Evidence
Narrative or Memoir Writing Exercise
Rubric to Provide Timely and Effective Feedback
ABOUT THE SERIES EDITORS
Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School in Lincolnshire, Illinois. He is a former English teacher and director of communication arts. As director of curriculum, instruction, and assessment, Mark works with academic divisions on professional learning, articulation, curricular and instructional revision, evaluation, assessment, social-emotional learning, technologies, and Common Core implementation. He is also an adjunct professor at DePaul University.
Mark was awarded the Quality Matters Star Rating for his work in online teaching. He helps to build curriculum and instructional practices for TimeLine Theatre’s arts integration program for Chicago Public Schools. Additionally, he is a National Endowment for the Humanities grant recipient and a member of the Association for Supervision and Curriculum Development, the National Council of Teachers of English, and Learning Forward.
Mark earned a bachelor’s degree in English and classical studies from Allegheny College and a master’s degree in teaching English from the University of Pittsburgh.
Jeanne Spiller is assistant superintendent for teaching and learning for Kildeer Countryside Community Consolidated School District 96 in Buffalo Grove, Illinois. School District 96 is recognized by AllThingsPLC (AllThingsPLC.info) as one of only a small number of school districts in which all schools in the district earn the distinction of model professional learning communities (PLCs). Jeanne’s work focuses on standards-aligned instruction and assessment practices. She supports schools and districts across the United States in gaining clarity about and implementing the four critical questions of PLCs. She is passionate about collaborating with schools to develop systems for teaching and learning that keep the focus on student results, and helping teachers determine how to approach instruction so that all students learn at high levels.
Jeanne received a 2014 Illinois Those Who Excel Award for significant contributions in administration to the state’s public and nonpublic elementary schools. She is a graduate of the 2008 Learning Forward Academy, where she learned how to plan and implement professional learning that improves educator practice and increases student achievement. She has served as a classroom teacher, team leader, middle school administrator, and director of professional learning.
Jeanne earned a master’s degree in educational teaching and leadership from Saint Xavier University, a master’s degree in educational administration from Loyola University, Chicago, and an educational administrative superintendent endorsement from Northern Illinois University.
To learn more about Jeanne’s work, visit www.livingtheplclife.com and follow @jeeneemarie on Twitter.
To book Mark Onuscheck or Jeanne Spiller for professional development, contact [email protected].
ABOUT THE AUTHORS
Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his previous work as a sixth-grade teacher, he taught reading, language arts, social studies, and science. Since 2001, he has provided academic literacy support to struggling freshmen and sophomores, in addition to teaching college prep and accelerated English courses. In his coaching role, he partners with instructors from across all content areas to increase disciplinary literacy for students by 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,
