This volume serves as a valuable resource in the professional development (PD) process to establish the goals of the Literacy Club (LC) and the role of the sociocultural foundations in designing, implementing, and refining the LC in a school or district.
The LC provides students with small group guidance using optimal instructional strategies that are scaffolded, differentiated, and focused on developing oracy, literacy, and metalanguage. The book defines and illustrates the difference between scaffolded learning activities (instruction that includes supports for guiding students to greater independence) and differentiated learning activities (changing the material and assessment to meet students’ needs) as it takes readers through the four components of the LC (focus book, word work, rereads, and writing). All the examples illustrate the pedagogical principles of the LC, such as integrating all four language domains (listening, speaking, reading, and writing), the importance of meaningful context for literacy development, building on what students already know and can do linguistically and culturally, and providing intensive instruction in areas identified by formative and summative assessment in either English only or Spanish and English.
Once an LC program has been established, additional PD might include an emphasis on continuous monitoring of student progress, the role of oracy and metalanguage, the development of reading and writing strategies, and differentiation and scaffolding of instruction.