Read, Write, Lead : Breakthrough Strategies for Schoolwide Literacy Success

Cover......Page 1 Title Page......Page 4 Copyright......Page 5 Dedication......Page 6 Table of Contents......Page 8 Note......Page 14 Acknowledgments......Page 16 Introduction: Why This Book, and Who Is It For?......Page 20 Quick Wins......Page 24 1—Literacy and Leadership: Change That Matters......Page 26 Learning from Teaching and Leading......Page 27 Literacy Insights......Page 28 Leadership Insights......Page 30 Prepare People for Worthwhile Change......Page 33 Put in Place a Solid Infrastructure......Page 36 Focus on Worthwhile Instruction and Learning......Page 37 Establish a Culture of Professional Trust......Page 39 Professional Trust: What It Is and Why It Matters......Page 40 Take Action to Promote Professional Trust......Page 41 Become a “Positive Deviant”—A Force for Helpful Change......Page 44 Develop a Mindset for High Achievement......Page 45 Teach with a Sense of Agency and Urgency......Page 47 Ask Uncommon Questions......Page 48 Become a Teacher Who Also Leads......Page 51 Become a Leader Who Also Knows Literacy......Page 54 Teach and Assess Responsively......Page 56 Ask the Most Essential Questions First......Page 57 Teach with Authenticity......Page 60 Plan with the End in Mind......Page 62 Provide More Choice Within Structure......Page 67 Hear All the Voices......Page 73 Embed Formative Assessment......Page 74 Apply an Optimal Learning Model......Page 76 Embrace Seamless Teaching......Page 78 Shift to Whole-Part-Whole Teaching......Page 80 Rely on Excellent Demonstrations......Page 82 Provide More Shared Experiences......Page 84 Build in Sustained and Guided Practice......Page 88 Work Toward Independence in Learning......Page 89 Reap the Benefits of the OLM......Page 90 Provide Effective Feedback......Page 91 Apply Feedback Essentials......Page 92 Use Effective Feedback to Build Professional Trust......Page 95 3—Reading and Writing Priorities......Page 100 Develop Shared Beliefs......Page 102 Start with Schoolwide Discussion of Literacy Beliefs......Page 104 Connect Beliefs with Excellent Instructional Practices......Page 109 Provide Access to Appropriate Texts......Page 114 Ensure Access to Books for All Students......Page 115 Use Riveting Literature......Page 116 Establish Excellent Classroom Libraries with Students......Page 118 Guide Students to Choose Books They Can Read......Page 119 Understand Text Complexity......Page 121 Apply Reading Levels Judiciously......Page 122 Expand Background Knowledge......Page 124 Integrate Social Media and Technology into Literacy......Page 125 Write for Audience and Purpose......Page 126 Make Writing Authentic......Page 127 Simplify the Teaching of Writing......Page 128 Become a Writing Role Model......Page 129 Notice What Authors Do......Page 133 Embrace Public Writing Conferences......Page 134 Put the Writer Before the Writing......Page 135 Focus on Reading Joy as Well as Reading Progress......Page 136 Be a Reading Role Model......Page 141 Rely on Relevant Research......Page 145 Emphasize Comprehension......Page 147 Provide Adequate Reading Supports......Page 149 Ensure Sustained Time for Independent Reading......Page 152 Instill Daily Reading Conferences......Page 154 Aim for Self-Determining Readers......Page 155 4—Reducing the Need for Intervention......Page 156 Focus Teaching at the Universal Level......Page 158 Increase Teacher Effectiveness......Page 159 Apply the Common Core Standards Wisely......Page 160 Emphasize Prevention......Page 161 Ensure Excellent Literacy Instruction in Kindergarten......Page 162 Intervene Early......Page 167 Avoid Summer Reading Loss......Page 169 Embrace the Reading/Writing Connection......Page 171 Focus on Meaning......Page 178 Choose Programs and Resources Carefully: Pay Attention to Research......Page 179 Work with Reading Texts That Lead to Early Success......Page 180 Make the Work More Authentic......Page 184 Provide More Student Choice......Page 185 Make Learning Intentions Clear......Page 186 Celebrate Students’ Strengths......Page 189 Have Students Do More Silent Reading......Page 190 Confer with Students Daily......Page 191 Embrace Whole-Part-Whole Teaching......Page 192 Put Second Language Learners on a Fast Track to Achievement......Page 193 Write Whole, Meaningful Texts as a Catalyst to Acceleration......Page 195 Ensure High-Quality Leadership......Page 200 Foster Principal Success......Page 201 Promote Teacher Leadership......Page 203 Build Trusting Relationships......Page 204 Make Daily Instructional Walks Integral to Higher Achievement......Page 216 Defining Instructional Walks......Page 217 Find the Time......Page 219 Know What to Look For......Page 220 Give Immediate Feedback......Page 223 Take Nonjudgmental Notes......Page 226 Give Suggestions Carefully......Page 228 Guide Teachers to Align Beliefs with Practices......Page 231 Go Beyond Analysis of Results to Improving Instruction......Page 234 Learn from Highly Effective School Leaders......Page 235 6—Professional Literacy Communities......Page 238 Expand the PLC Defi nition and Vision......Page 239 Learn from a Professional Literacy Community School......Page 241 Put in Place Effective Learning Structures......Page 245 Support Continuous Principal and Teacher Learning......Page 248 Seek Professional Learning,Not Just Professional Development......Page 249 Set Up a Highly Functioning School Leadership Team......Page 250 Develop a Selection Process for Membership......Page 252 Organize Team Structures for the PLC......Page 255 Set Up a Coaching Protocol for the Team......Page 258 Establish Roles and Responsibilities......Page 259 Ensure Successful PLCs and Accelerated Learning for All......Page 264 Ask Deeper Questions About Teaching and Learning, Schoolwide......Page 265 Use Time Astutely......Page 268 Simplify the Work......Page 269 7—Sustaining the Work: We Can Do It!......Page 273 Expect Commitment......Page 274 Instill a Culture of Collaboration, Learning, and Empowerment......Page 277 Develop a Model for Short-Term Gains and Long-Term Improvement......Page 281 Aim for Self-Determining Readers and Writers......Page 284 Seek to Have Learners Self-Monitor and Set Their Own Goals......Page 285 Develop Benchmarks and “I Can” Statements......Page 286 Mentor Other Teachers, Leaders, and Schools......Page 288 Embed Whole-School Coaching......Page 289 Transform Teaching Through Peer Coaching......Page 290 Adopt a Residency Model......Page 291 Protect the School......Page 296 We Can Do It!......Page 301 Postscript......Page 302 Appendixes......Page 304 APPENDIX A: Change Process Worksheet......Page 306 APPENDIX B: Planning Instruction with the Optimal Learning Model......Page 307 APPENDIX C: Examining Beliefs About Reading......Page 308 APPENDIX D: What to Look for in the Highly Effective Reading and Writing Classroom......Page 309 APPENDIX E: Recommended Technology Tools and Uses......Page 311 APPENDIX F—Part1: Schoolwide On-Demand Writing Assessment......Page 313 APPENDIX F—Part 2: Analyzing Schoolwide Writing Samples......Page 314 APPENDIX G: Teaching Points Related to “Six Traits +1” of Writing......Page 315 APPENDIX H: Observation Framework for Instructional Walks......Page 316 APPENDIX I: Essential Characteristics of a Highly Effective Teacher-Leader......Page 317 APPENDIX J: Benchmarks for Writing......Page 318 APPENDIX K: Visitor Guidelines for Classroom Observations......Page 321 Glossary......Page 323 Endnotes......Page 329 References and Resources......Page 351 Index......Page 362 About the Author......Page 374 Search this Book......Page 0 Cover 1 Title Page 4 Copyright 5 Dedication 6 Table of Contents 8 Note 14 Acknowledgments 16 Introduction: Why This Book, and Who Is It For? 20 Quick Wins 24 1—Literacy and Leadership: Change That Matters 26 Learning from Teaching and Leading 27 Literacy Insights 28 Leadership Insights 30 Prepare People for Worthwhile Change 33 Put in Place a Solid Infrastructure 36 Focus on Worthwhile Instruction and Learning 37 Establish a Culture of Professional Trust 39 Professional Trust: What It Is and Why It Matters 40 Take Action to Promote Professional Trust 41 Become a “Positive Deviant”—A Force for Helpful Change 44 Develop a Mindset for High Achievement 45 Teach with a Sense of Agency and Urgency 47 Ask Uncommon Questions 48 Become a Teacher Who Also Leads 51 Become a Leader Who Also Knows Literacy 54 2—Responsive Instruction, Feedback, and Assessment 56 Teach and Assess Responsively 56 Ask the Most Essential Questions First 57 Teach with Authenticity 60 Plan with the End in Mind 62 Provide More Choice Within Structure 67 Hear All the Voices 73 Embed Formative Assessment 74 Apply an Optimal Learning Model 76 Embrace Seamless Teaching 78 Shift to Whole-Part-Whole Teaching 80 Rely on Excellent Demonstrations 82 Provide More Shared Experiences 84 Build in Sustained and Guided Practice 88 Work Toward Independence in Learning 89 Reap the Benefits of the OLM 90 Provide Effective Feedback 91 Apply Feedback Essentials 92 Use Effective Feedback to Build Professional Trust 95 3—Reading and Writing Priorities 100 Develop Shared Beliefs 102 Start with Schoolwide Discussion of Literacy Beliefs 104 Connect Beliefs with Excellent Instructional Practices 109 Provide Access to Appropriate Texts 114 Ensure Access to Books for All Students 115 Use Riveting Literature 116 Establish Excellent Classroom Libraries with Students 118 Guide Students to Choose Books They Can Read 119 Understand Text Complexity 121 Apply Reading Levels Judiciously 122 Expand Background Knowledge 124 Integrate Social Media and Technology into Literacy 125 Write for Audience and Purpose 126 Make Writing Authentic 127 Simplify the Teaching of Writing 128 Become a Writing Role Model 129 Notice What Authors Do 133 Embrace Public Writing Conferences 134 Put the Writer Before the Writing 135 Read for Enjoyment and Understanding 136 Focus on Reading Joy as Well as Reading Progress 136 Be a Reading Role Model 141 Rely on Relevant Research 145 Emphasize Comprehension 147 Provide Adequate Reading Supports 149 Ensure Sustained Time for Independent Reading 152 Instill Daily Reading Conferences 154 Aim for Self-Determining Readers 155 4—Reducing the Need for Intervention 156 Focus Teaching at the Universal Level 158 Increase Teacher Effectiveness 159 Apply the Common Core Standards Wisely 160 Emphasize Prevention 161 Ensure Excellent Literacy Instruction in Kindergarten 162 Intervene Early 167 Avoid Summer Reading Loss 169 Embrace the Reading/Writing Connection 171 Employ Principles of Response to Intervention 178 Focus on Meaning 178 Choose Programs and Resources Carefully: Pay Attention to Research 179 Work with Reading Texts That Lead to Early Success 180 Incorporate Daily Practices That Deter Failure 184 Make the Work More Authentic 184 Provide More Student Choice 185 Make Learning Intentions Clear 186 Celebrate Students’ Strengths 189 Have Students Do More Silent Reading 190 Confer with Students Daily 191 Embrace Whole-Part-Whole Teaching 192 Put Second Language Learners on a Fast Track to Achievement 193 Write Whole, Meaningful Texts as a Catalyst to Acceleration 195 5—Leadership Priorities 200 Ensure High-Quality Leadership 200 Foster Principal Success 201 Promote Teacher Leadership 203 Take on the Qualities of Effective Leaders 204 Build Trusting Relationships 204 Make Daily Instructional Walks Integral to Higher Achievement 216 Defining Instructional Walks 217 Find the Time 219 Know What to Look For 220 Give Immediate Feedback 223 Take Nonjudgmental Notes 226 Give Suggestions Carefully 228 Guide Teachers to Align Beliefs with Practices 231 Go Beyond Analysis of Results to Improving Instruction 234 Learn from Highly Effective School Leaders 235 6—Professional Literacy Communities 238 Embed a PLC Culture into Schools 239 Expand the PLC Defi nition and Vision 239 Learn from a Professional Literacy Community School 241 Put in Place Effective Learning Structures 245 Apply the Research on Professional Development 248 Support Continuous Principal and Teacher Learning 248 Seek Professional Learning,Not Just Professional Development 249 Set Up a Highly Functioning School Leadership Team 250 Develop a Selection Process for Membership 252 Organize Team Structures for the PLC 255 Set Up a Coaching Protocol for the Team 258 Establish Roles and Responsibilities 259 Ensure Successful PLCs and Accelerated Learning for All 264 Ask Deeper Questions About Teaching and Learning, Schoolwide 265 Use Time Astutely 268 Simplify the Work 269 7—Sustaining the Work: We Can Do It! 273 Focus Relentlessly on What’s Most Important 274 Expect Commitment 274 Instill a Culture of Collaboration, Learning, and Empowerment 277 Develop a Model for Short-Term Gains and Long-Term Improvement 281 Aim for Self-Determining Readers and Writers 284 Seek to Have Learners Self-Monitor and Set Their Own Goals 285 Develop Benchmarks and “I Can” Statements 286 Mentor Other Teachers, Leaders, and Schools 288 Embed Whole-School Coaching 289 Transform Teaching Through Peer Coaching 290 Adopt a Residency Model 291 Protect the School 296 We Can Do It! 301 Postscript 302 Appendixes 304 APPENDIX A: Change Process Worksheet 306 APPENDIX B: Planning Instruction with the Optimal Learning Model 307 APPENDIX C: Examining Beliefs About Reading 308 APPENDIX D: What to Look for in the Highly Effective Reading and Writing Classroom 309 APPENDIX E: Recommended Technology Tools and Uses 311 APPENDIX F—Part1: Schoolwide On-Demand Writing Assessment 313 APPENDIX F—Part 2: Analyzing Schoolwide Writing Samples 314 APPENDIX G: Teaching Points Related to “Six Traits +1” of Writing 315 APPENDIX H: Observation Framework for Instructional Walks 316 APPENDIX I: Essential Characteristics of a Highly Effective Teacher-Leader 317 APPENDIX J: Benchmarks for Writing 318 APPENDIX K: Visitor Guidelines for Classroom Observations 321 Glossary 323 Endnotes 329 References and Resources 351 Index 362 About the Author 374 Search this Book -1 Education;,achievement,gap;,language,arts;,literacy;,reading;,writing;,assessment;,creative,writing;,educational,leadership;,educational,leadership,and,administration;,school,improvement;,vocabulary Education Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead . Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum. She explains how every schoolincluding yourscan * Implement instructional practices that lead to better engagement and achievement in reading and writing for all students, from kindergarten through high school, including second-language and struggling learners. * Build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs. * Reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners. * Embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders. In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills andperhaps just as importantincreased joy in teaching and learning. Scattered throughout the book are "Quick Wins"ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change. Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away. "In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and--perhaps just as important--increased joy in teaching and learning"--Page 4 of cover