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Read, Write, LeadBreakthrough Strategies f

Schoolwide Literacy Succ

Regie Routman

June 24, 2014


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READ, WRITE, LEAD

Note ............................................................................................................................................. xiii

Acknowledgments .....................................................................................................................xv

Introduction: Why Tis Book and Who Is It For? ...........................................................1

Quick Wins ................................................................................................................................5

1. Literacy and Leadership: Change That Matters .........................................................7

Learning from eaching and Leading ..................................................................................8

Literacy Insights ................................................................................................................9 Leadership Insights ........................................................................................................11

Prepare People for Worthwhile Change ............................................................................14

Put in Place a Solid Infrastructure ..............................................................................17

Focus on Worthwhile Instruction and Learning .....................................................18

Establish a School Culture of Professional rust ............................................................20

Professional rust: What It Is and Why It Matters ................................................21

ake Action to Promote Professional rust .............................................................22

Become a “Positive Deviant”—A Force for Helpful Change .......................................25

Develop a Mindset for High Achievement ...............................................................26

each with a Sense of Agency and Urgency ............................................................28 Ask Uncommon Questions ..........................................................................................29

Become a eacher Who Also Leads ...........................................................................32

Become a Leader Who Also Knows Literacy ..........................................................35

2. Responsive Instruction, Feedback, and Assessment .............................................37

each and Assess Responsively ...........................................................................................37

Ask the Most Essential Questions First ....................................................................38

each with Authenticity ...............................................................................................41

Plan with the End in Mind ..........................................................................................43

Provide More Choice Within Structure ...................................................................48

Hear All the Voices .......................................................................................................54

Embed Formative Assessment ....................................................................................55

Apply an Optimal Learning Model ....................................................................................57

Embrace Seamless eaching ........................................................................................59

Shift to Whole-Part-Whole eaching .......................................................................61

Rely on Excellent Demonstrations..............................................................................63


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Provide More Shared Experiences .............................................................................65

Build in Sustained and Guided Practice ....................................................................69

Work oward Independence in Learning .................................................................70

Reap the Benefits of the OLM .....................................................................................71

Provide Effective Feedback ...................................................................................................72

Apply Feedback Essentials ............................................................................................73

Use Feedback to Build Professional rust ................................................................76

3. Reading and Writing Priorities ........................................................................................81

Develop Shared Beliefs ..........................................................................................................83

Start with Schoolwide Discussion of Literacy Beliefs ............................................85

Connect Beliefs with Excellent Instructional Practices .........................................90

Provide Access to Appropriate exts .................................................................................95

Ensure Access to Books for All Students ..................................................................96

Use Riveting Literature .................................................................................................97 Establish Excellent Classroom Libraries with Students ........................................99

Guide Students to Choose Books Tey Can Read ............................................... 100

Understand ext Complexity.................................................................................... 102

Apply Reading Levels Judiciously ........................................................................... 103

Expand Background Knowledge ............................................................................. 105

Integrate Social Media and echnology into Literacy ........................................ 106

Write for Audience and Purpose .................................................................................... 107

Make Writing Authentic ........................................................................................... 108

Simplify the eaching of Writing ............................................................................. 109

Become a Writing Role Model ................................................................................. 110

Notice What Authors Do ......................................................................................... 114

Embrace Public Writing Conferences ................................................................... 115

Put the Writer Before the Writing ........................................................................... 116

Read for Enjoyment and Understanding ...................................................................... 117

Focus on Reading Joy as Well as Reading Progress ............................................. 117

Be a Reading Role Model ........................................................................................... 122

Rely on Relevant Research ......................................................................................... 126

Emphasize Comprehension ...................................................................................... 128

Provide Adequate Reading Supports ..................................................................... 130

Ensure Sustained ime for Independent Reading ............................................... 133

Instill Daily Reading Conferences ............................................................................ 135 Aim for Self-Determining Readers .......................................................................... 136

4. Reducing the Need for Intervention ........................................................................... 137

Focus eaching at the Universal Level ........................................................................... 139

Increase eacher Effectiveness ................................................................................. 140

Apply the Common Core Standards Wisely ......................................................... 141


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Emphasize Prevention ........................................................................................................ 142

Ensure Excellent Literacy Instruction in Kindergarten ..................................... 143

Intervene Early ............................................................................................................. 148

Avoid Summer Reading Loss .................................................................................... 150 Embrace the Reading/Writing Connection ......................................................... 152

Employ Principles of Response to Intervention ........................................................... 159

Focus on Meaning ....................................................................................................... 159

Choose Programs and Resources Carefully: Pay Attention to Research ........ 160

Work with Reading exts Tat Lead to Early Success ........................................ 161

Incorporate Daily Practices Tat Deter Failure ............................................................ 165

Make the Work More Authentic ............................................................................. 165

Provide More Student Choice .................................................................................. 166

Make Learning Intentions Clear .............................................................................. 167

Celebrate Students’ Strengths ................................................................................... 170

Have Students Do More Silent Reading ................................................................ 171

Confer with Students Daily ....................................................................................... 172

Embrace Whole-Part-Whole eaching ......................................................................... 173

Put Second Language Learners on a Fast rack to Achievement .................... 174

Write Whole, Meaningful exts as a Catalyst to Acceleration ......................... 176

5. Leadership Priorities ........................................................................................................ 181

Ensure High-Quality Leadership ..................................................................................... 181

Foster Principal Success ............................................................................................. 182

Promote eacher Leadership .................................................................................... 184

ake on the Qualities of Effective Leaders .................................................................... 185 Build rusting Relationships .................................................................................... 185

Make Daily Instructional Walks Integral to Higher Achievement .......................... 197

Defining Instructional Walks .................................................................................... 198

Find the ime ............................................................................................................... 200

Know What to Look For ............................................................................................ 201

Give Immediate Feedback ......................................................................................... 204

ake Nonjudgmental Notes ...................................................................................... 207

Give Suggestions Carefully ........................................................................................ 209

Guide eachers to Align Beliefs with Practices .................................................... 212

Go Beyond Analysis of Results to Improving Instruction ......................................... 215 Learn from Highly Effective School Leaders ................................................................ 216

6. Professional Literacy Communities ........................................................................... 219

Embed a PLC Culture into Schools ................................................................................. 220

Expand the PLC Definition and Vision .................................................................. 220

Learn from a Professional Literacy Community School .................................... 222


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Put in Place Effective Learning Structures............................................................. 226

Apply the Research on Professional Development ...................................................... 229

Support Continuous Principal and eacher Learning ........................................ 229

Seek Professional Learning, Not Just Professional Development .................... 230

Set Up a Highly Functioning School Leadership eam .............................................. 231

Develop a Selection Process for Membership ...................................................... 233

Organize eam Structures for the PLC .................................................................. 236

Set Up a Coaching Protocol for the eam ............................................................. 239

Establish Roles and Responsibilities ........................................................................ 240

Ensure Successful PLCs and Accelerated Learning for All ........................................ 245

Ask Deeper Questions About eaching and Learning, Schoolwide ............... 246

Use ime Astutely ....................................................................................................... 249

Simplify the Work ....................................................................................................... 250

7. Sustaining the Work: We Can Do It! ........................................................................... 254 Focus Relentlessly on What’s Most Important ............................................................. 255

Expect Commitment .................................................................................................. 255

Instill a Culture of Collaboration, Learning, and Empowerment .................... 258

Develop a Model for Short-erm Gains and Long-erm Improvement ........ 262

Aim for Self-Determining Readers and Writers .......................................................... 265

Seek to Have Learners Self-Monitor and Set Teir Own Goals ....................... 266

Develop Benchmarks and “I Can” Statements ..................................................... 267

Mentor Other eachers, Leaders, and Schools ........................................................... 269

Embed Whole-School Coaching .............................................................................. 270

ransform eaching Trough Peer Coaching ...................................................... 271 Adopt a Residency Model.......................................................................................... 272

Protect the School ....................................................................................................... 277

We Can Do It! ....................................................................................................................... 282

Postscript ............................................................................................................................... 283

Appendixes ......................................................................................................................... 285

A. Change Process Worksheet ................................................................................. 287

B. Planning Instruction with the Optimal Learning Model ............................. 288

C. Examining Beliefs About Reading ...................................................................... 289

D. What to Look for in the Highly Effective Reading

and Writing Classroom ....................................................................................... 290 E. Recommended echnology ools and Uses ................................................... 292

F. Schoolwide On-Demand Writing Assessment (Parts 1 & 2) ...................... 294

G. eaching Points Related to “Six raits + 1” of Writing ................................. 296

H. Observation Framework for Instructional Walks .......................................... 297

I. Essential Characteristics of a Highly Effective eacher-Leader .................. 298


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J. Benchmarks for Writing ....................................................................................... 299

K. Visitor Guidelines for Classroom Observations ............................................. 302

Glossary ................................................................................................................................ 304

Endnotes ............................................................................................................................... 310

References and Resources ............................................................................................ 332

Index ...................................................................................................................................... 343

About the Author ............................................................................................................... 355


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Reflection Questions

In your classroom, school, and/or district:

Is there a culture of trust,

collaboration, and shared learning?

Is professional development focused on

meaningful professional learning?

Are authentic, optimal, relevantlearning experiences provided for all students?

Is data on student learning comingmostly from formative assessments?

Are students, teachers, and leadersbecoming engaged, joyful, self-

sustaining learners?

Regie Routman


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Teachers must be leaders,

and principals must know literacy.

Culture of high trust, raised expectations,

and shared beliefs

Ongoing professional learning

Reading and writing for authentic purposes

Regie Routman


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An Optimal Learning Model–OLM

TO LEARNERS WITH LEARNERS BY LEARNERS

I DO IT WE DO IT WE DO IT YOU DO IT

Demonstration Shared Demonstration Guided Practice Independent Practice

TEACHERshows how to do it

TEACHERleads, negotiates, suggests

STUDENT takes charge, approximates, practices

STUDENT initiates, self-directs, self-evaluates

STUDENTlistens, observes, minimally participates

STUDENTquestions, collaborates, responds

reading/writing

TEACHERencourages, clarifies, confirms

TEACHERaffirms, coaches

INSTRUCTIONAL CONTEXTexplanation, reading/writing aloud

INSTRUCTIONAL CONTEXTshared reading/writing

H A N D O V E R

O F R E S P O N S I B I L I T Y

INSTRUCTIONAL CONTEXTguided reading/writing

INSTRUCTIONAL CONTEXTindependent reading/writing

REGIE ROUTMAN

DeREmonstrationRREG


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Ongoing Cycle of Responsive Teaching: OLM

Demonstration/Explanation of new materials and concepts

Shared Experiences “Hand Holding”

Trying it out together Sharing ideas and asking questions Scaffolding conversations Charting what was demonstrated/ explained

Guided Practice with supportive, honest

feedback

Independent Practice leading to self-

determining learners

Celebration and Review

*Continuous Assessing andAdjusting Throughout Process

* Noticing and Naming Learners’Strengths, Efforts, and Next Steps

* Emphasis on Self-Checking andLearners Becoming Independent

Routman, R. Read, Write, Lead:Breakthrough Strategies for SchoolwideLiteracy Success (ASCD, 2014)


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Read, Write, Lead:

Breakthrough Strategies for Schoolwide Literacy Success

with

Regie Routman

ASCD webinar on June 24, 2014

Contact Regie @www.regieroutman.org

for publications and resources, PD offerings, blogs, and more info.

and

[email protected]

regieroutman@facebook

regieroutman@twitter

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