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| A Note About Notes and Other Resources | |
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| Acknowledgments | |
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| A Brief History of a Literacy Teacher, Learner, and Writer | |
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| Look Beyond What You See | |
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| Invite Everyone into the Learning Community | |
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| Assume All Students Are Capable | |
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| Value Diverse Languages and Cultures | |
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| Raise Your Expectations | |
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| Avoid Sympathy | |
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| Aim High | |
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| Create on "I Can Do It!" Learning Environment | |
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| Let Students Know: "I Will Help You Discover the Possibilities" | |
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| Ensure That All Voices Are Heard | |
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| Act and Speak Respectfully | |
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| Demonstrate the Power of Writing | |
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| Do More Writing for Valued Audiences and Purposes | |
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| Use Writing as a Way into Reading | |
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| Do More Shared Reading from Shared Writing Texts | |
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| Read and Write Texts That Embody an "I Can Do It!" Spirit | |
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| Celebrate | |
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| Cheer Students On | |
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| Give Students Specific Praise | |
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| Celebrate Small Accomplishments | |
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| Make Celebration Part of Everything You Do | |
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| Become an "Expert at Smartness" | |
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| Engage in Professional Study | |
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| Get Professional Conversations Going | |
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| Remain a Learner | |
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| View Teaching as a Craft | |
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| Align Your Beliefs with Your Practices | |
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| Examine Your Beliefs and Keep an Open Mind | |
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| Rely on Common Sense | |
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| Notice and Value What You Do as a Reader and Writer | |
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| Advocate for Your Students | |
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| Conserve Time and Energy | |
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| Communicate with Stakeholders | |
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| Take a Leadership Role | |
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| Use Programs as a Resource | |
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| Recognize Colleagues' Strengths | |
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| Acknowledge the Significant Role of the Principal | |
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| Use Technology Wisely | |
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| Focus on Meaning First | |
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| Rely on a Whole-Part-Whole Teaching Approach | |
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| Start with Relevant Purpose | |
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| Use Authentic Reading and Writing Activities | |
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| Embed Skills as a Means to a Worthwhile End | |
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| Provide More Demonstrations | |
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| Plan with the End in Mind | |
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| Start with the Student, Not the Standard | |
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| Know and Apply the Standards | |
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| Teach It First; Label It Later | |
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| Plan for Independence | |
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| Make Curriculum Relevant, Interesting, and Challenging | |
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| Connect Content to Students' Lives | |
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| Teach for Understanding | |
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| Use a Required Textbook as a Shared Read-Aloud | |
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| Make No Assumptions | |
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| Highlight Key Vocabulary | |
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| Make It Smart to Ask Questions | |
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| Embed Assessment in All Teaching | |
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| Teach Responsively | |
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| Provide Useful Feedback | |
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| Focus on the Students: Begin with Assessment | |
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| Examine Student Work | |
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| Rethink Grouping Structures in Reading | |
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| Rely on Essential Grouping | |
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| Meet with Skills Groups as Necessary | |
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| Value and Employ Multiple Assessments | |
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| Collect and Analyze Your Assessment Data to Improve Instruction | |
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| Continuously Check for Understanding | |
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| Apply a Useful Framework | |
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| Teach for Independent, Self-Directed Learners | |
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| Apply the Optimal Learning Model | |
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| Do Lots of Frontloading | |
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| Capitalize on Shared Experiences | |
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| Embrace Scaffolded Conversations | |
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| Set Up the Learning Environment for Success | |
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| Monitor Your Own Teaching | |
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| Make Management Easy | |
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| Teach with a Sense of Urgency | |
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| Be Direct, Firm, and Kind | |
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| Provide Choice Within Structure | |
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| Let Students Help You Determine Procedures and Behavior | |
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| Create a Beautiful and Organized Environment | |
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| Keep Things Simple and Organized | |
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| Make Resources Useful and Accessible | |
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| Make Practice and Independent Work Worthwhile | |
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| Place Responsibility on the Students | |
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| Teach Students to Self-Monitor and Self-Evaluate | |
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| Teach Self-Checking | |
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| Expect Basic Conventions to Be Correct | |
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| Teach Students How to Take Over Goal Setting | |
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| Teach Students How to Self-Direct Small, Collaborative Groups | |
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| Prepare Students for Testing | |
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| Put Schoolwide Coaching into Practice | |
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| Remember, It's Harder Than It Looks | |
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| Rethink Your Coaching Plan | |
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| Put a Whole-School Plan into Practice | |
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| Make Sure Coaching Is Nonthreatening, Nonevaluative, and Focused on Student Learning | |
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| Add Shared Experiences to Any Coaching Instruction | |
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| Expand the Role of Principal to Co-Teacher and Support Teacher | |
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| Provide Time, Support, and Trust for All-School Coaching | |
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| Meet the Challenge: The Effort Is Worth It | |
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| Live a Full Life | |
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| Let Yourself Be Known | |
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| Tell Stories with Relish | |
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| Simplify | |
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| Have More Fun | |
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| Rely on Hope | |
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| Notes and References | |
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| Index | |