28 Mar Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice
As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.
Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students’ struggling with specific literacy skills. Write a 150 word response to each scenario that includes the following information:
Describe at least two effective instructional practices based on the Science of Reading.
Provide ideas for one short-term and one long-term literacy goal for each student.
Create at least one follow-up question you could ask the teacher while providing advice.
Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.
Scenario 1: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?
Scenario 2: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?
Scenario 3: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?
Scenario 4: A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?
Support this assignment with a minimum of three scholarly resources.
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