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Mary Howards book is a gift to teachers everywherea gift of alternatives to help

us move from practices that dont work (and never have) to ones that transform us
into the reflective, knowledgeable decision makers we must become.
SHARON TABERSKI, AUTHOR OF COMPREHENSION FROM THE GROUND UP

Good to Great Teaching invites a heightened awareness of the range of practices

that can help educators use instructional minutes with greater wisdomfinding
more ways to teach smarter rather than work harder.
LINDA HOYT, AUTHOR OF CRAFTING NONFICTION PRIMARY

Using authentic examples that illustrate how teachers are transforming their

teaching through self-reflection, decision making, and action goals, Mary guides
teachers through the process of critically examining their work and creating plans
for improving their instructional practices.
LINDA DORN, AUTHOR OF INTERVENTIONS THAT WORK

Mary focuses on helping teachers move from bad work, to good work, and then

on to great work. Read this book, think hard about the ideas set forth, and then go
work on becoming a teacher who does great work every day, all day.
RICHARD L. ALLINGTON, PH.D., AUTHOR OF WHAT REALLY MATTERS FOR STRUGGLING READERS

Howard_FM_Layout 1 7/26/12 11:00 AM Page v

HEINEMANN
Portsmouth, NH

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Heinemann
361 Hanover Street
Portsmouth, NH 038013912
www.heinemann.com

Offices and agents throughout the world

2012 by Mary Howard
All rights reserved. No part of this book may be reproduced in any form or by any electronic or
mechanical means, including information storage and retrieval systems, without permission
in writing from the publisher, except by a reviewer, who may quote brief passages in a review.
Dedicated to Teachers is a trademark of Greenwood Publishing Group, Inc.
The author and publisher wish to thank those who have generously given permission to
reprint borrowed material:
Figure 4.6 is adapted from the Model of Explicit Instruction in The Instruction of
Reading Comprehension by P. D. Pearson and M. C. Gallagher, originally appearing in
Contemporary Educational Psychology, 1983, Volume 8, Issue 3. Published by Academic
Press. Reprinted by permission of Copyright Clearance Center.
Library of Congress Cataloging-in-Publication Data
Howard, Mary.
Good to great teaching : focusing on the literacy work that matters / Mary Howard ;
foreword by Richard L. Allington.
pp. cm.
Includes bibliographical references.
ISBN-13: 978-0-325-04369-2
ISBN-10: 0-325-04369-8
1. Language arts (Elementary). 2. Effective teaching. I. Title.
LB1576.H678 2012
2012012908
372.6dc23

Editor: Teva Blair

Production: Victoria Merecki
Typesetter: Gina Poirier Graphic Design
Cover and interior designs: Lisa A. Fowler
Front cover photo: Lesley Scheele
Manufacturing: Steve Bernier
Printed in the United States of America on acid-free paper
16 15 14 13 12 VP 1 2 3 4 5

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This book is dedicated to

Marie Clay for showing me
the meaning of great work,
Linda Hoyt for encouraging me
to write about great work,
and the students and teachers
who inspire great work!

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Contents

Foreword by Richard L. Allington

Acknowledgments
Introduction

xi

xiii

xv

Chapter 1: Building a Common Understanding for Bad Work,

Good Work, and Great Work 1
Chapter 2: Generating Vision Statements and Overarching Goals
to Guide Our Literacy Design 26
Chapter 3: Sharpening Our Student Lens to Accommodate
Targeted Differentiation 49
Chapter 4: Designing an Inclusive Instructional Plan that Allows
Time for More Great Work 70
Chapter 5: Reframing Assessment as a Professional Tool to
Promote Instructional Change 94
Chapter 6: Sustaining Our Great Work as We Keep the
Momentum Going 123
References

Web

of

form

ix

131

To download the forms featured throughout this book and a free

study guide, please visit www.heinemann.com/products/E04369.aspx
and click on the Companion Resources tab.

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hen I read Mary Howards first book, RTI from All Sides, I knew I had found another

book on Response to Intervention (RTI) that I could recommend educators read. That book,
unlike so many books on RTI, was filled with exceptionally good teaching advice and exceptionally practical assessment advice. In this new book I found content that was just as
exceptionalthough here she focuses on helping teachers move from bad work to good
work, and then on to great work. She does this through the stories of individual teachers
who are each working to become teachers who do great work every day, every lesson.
Mary Howard is a bit like the guide on the side as you read this book. She has
developed a number of reflective forms to support you in moving from bad to good to
great work every day. I can see the book being studied as an individual attempts to promote the development of exemplary instruction. I can see the book as a faculty read in
some schools where everyone is working to provide great teaching all day every day. I
can see literacy coaches using the book to help guide their efforts at supporting the
development of more effective teachers. I can see principals reading it to foster the
development of their expertise about what great teaching looks like.
Ive written a lot about the exemplary first- and fourth-grade teachers we studied
(Allington 2002; Allington and Johnston 2002; Allington, Johnston, and Day 2002). I
mention this because what Mary Howard captures in this short text is the equivalent of
how to become an exemplary teacher. One of the things we learned in our study was
that exemplary teachers are not born but rather they are created, created by systems of
support that move them from bad practice to good practice and then to great practice.
The exemplary teachers we studied told us they could never have become great teachers had it not been for a mentor, typically another teacher who helped them along the
way to greatness. They also told us about their first years of teaching, before they had
developed into great teachers and how good it felt to realize that every year brought
them closer to great practice all the time.
So read this book, think hard about the ideas set forth, and then go work on
becoming a teacher who does great work every day, all day.
Richard L. Allington, Ph.D.
Professor of Literacy Studies
xi

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heres an old saying that life is what happens when we arent looking. That seems an

apt description of my entry into the writing arena. I am eternally grateful to Linda Hoyt
and Wendy Murray for a gentle nudge into a new world I have come to treasure. My world
revolves around real teachers and real children. I am not a researcher or university professor. I am a teacher deeply devoted to literacy excellence, talented teachers making
responsible choices where it matters most, and countless students who deserve nothing
less than great work every minute of every day.
Thank you to Michael Bungay Stanier for a tiny book that inadvertently gave life to
an idea simmering in my mind for years. His work sparked my passionate quest for great

work. I am grateful to brilliant researchers and educators who so generously shared their
thoughts about great work in the pages of this book: Richard Allington, Linda Dorn, Ellin
Keene, Gretchen Owocki, Linda Hoyt, Tim Rasinski, Sharon Taberski, Gail Moser, Joan
Boushey, Kouider Mokhtari, Kelly Boswell, Jane Olson, Jamie Berry, Kelly Davis, and Rick
Wormeli. The insight expressed in their words of wisdom has once again supported my
lifelong exploration of great work in abundance.
Each step of this book has been an exciting journey, but I will forever recall the very
second I received a foreword from the remarkable Dr. Richard Allington. I have been one
of the many lucky recipients of his vast knowledge for the past forty years so seeing his
name grace my book is a personal dream come true. Thank you for helping me understand what great work in literacy is all about, Dr. Allington. You are my hero!
The support of the Heinemann family has truly been a blessing. My editor and
friend, Teva Blair, championed this book from the beginning stages and gently guided
me in turning my vision into a reality. Her expert tutelage nurtured a writer still struggling
to break free and fueled excitement even when uncertainty and insecurity threatened to
cloud my thinking. Im so proud to be part of such a talented group and grateful for their
support each step of the way from writing, editing, revising, formatting, book production,
and marketing. Sarah Fournier, Victoria Merecki, and Valerie McNally made the final
stages an exciting process with their unwavering support and wisdom. Lisa Fowler once
again worked her magic to turn a cover into a work of art that proves a picture really is
worth a thousand words. Thank you also to Gina Poirier for the typesetting that brought
xiii

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xiv / ACKNOWLEDGMENTS

Lisa Fowlers beautful text design to life. Im in awe of the talented graciousness that simply abounds at Heinemann and I am so grateful to be the benefactor of their gifts.
Im not sure how to even begin to properly thank the dedicated educators who graciously opened their doors to shared collaborations that turned into friendships. I
couldnt have selected better schools with which to share my passionate journey to great
work. Thank you seems inadequate for breathing life into each page of this book. My
deepest admiration to the talented staff at:
Sunapee Central Elementary School; Sunapee, New Hampshire
Administrator: Alan Pullman; reading/writing specialist: Jo Skarin
Special thanks to librarian, Tracey Koehler, for photography support.
Mustang Elementary School; Mustang, Oklahoma
Administrator: Laquita Semmler; reading specialist: Jackie Stafford
Sunset Terrace Elementary; Rochester, Minnesota
Administrators: Jody Goldstein (principal), Shari Engel (administrative assistant);
reading specialists: Jamie Berry and Dawn Schuster

A special thank-you to Nita Woods third-grade students in Mustang, Oklahoma, for

sharing their love of writing with me. Their thoughtful questions helped me think about
writing in new ways. You made me a better and more confident writer by helping me look
at writing through your eyes. Keep writing, boys and girls!
I am fortunate to have the support of an amazing family. To my best friend and sister,
Sandy; amazing brothers and ardent supporters, Jim, John, and Mike; nieces by birth but
children by heart, Tracey, Kristin, and Cyndi; and nieces and nephews Austin, Brittyn,
Barrett, Carlee, Codie, Cole, Dan, Daniel, Elliot, Jude, Julian, Kendall, Kenzie, Madeline,
Moses, Rachel, Rick, and Simon.
I wrote much of the first draft of this book in Honolulu, Hawaii where I met an amazing young man. Tai was so excited to learn I was writing a book. Later that morning, he
approached me in a restaurant to ask for my autograph. He lovingly held a book as he
talked about books he loves. I was inspired by this young book lover and realized he was
the real reason for writing this book. I wondered if his love of reading was acknowledged
and supported with the thoughtful instructional opportunities he so richly deserved.
I think about my brief encounter with Tai often and hope the ideas in this book are
a priority in his school. Tai deserves the same successful, enthusiastic opportunities and
I hope his life is filled with teachers who make great work the standard we should all work
to achieve. We owe it to Tai and to every child we are lucky enough to have in our care,
regardless of what they may bring to the literacy table. They deserve great work every day
in every classroom every year.
Thank you for reminding me, Tai! Aloha and Mahalo!

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Take My Advice
From World War II
That made world history
To the planets unknown mysteries
From the knights who fought for the fair maiden
To the deserts biggest canyons . . .
Pages will reveal all the questions
That need to be answered
You will always get lost in a book
No matter what chapter or page
It doesnt matter if you are on page 32 or chapter 2
You will feel lost in every which way
Just take my advice:
Reading is the answer to everything
If you are determined
You will blossom and grow
Written by Maddy Hynes
Mrs. Scheeles Grade 5 class

Never doubt that a small group of thoughtful committed citizens

can change the world. Indeed, its the only thing that ever has.

MARGARET MEAD

close my eyes and envision classrooms ablaze with active literacy where passionate

and intellectual endeavors are woven into a single patchwork. I see children read books
they can and choose to read with enthusiastic conversations and purposeful instruction
in great abundance. I see children experience success all day long through coordinated
learning opportunities. I see assessment and instruction inseparably entwined in an
interrelated process. I see teachers willingly make challenging choices in the name of
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xvi / INTRODUCTION

students. And looming above it all, I see teachers committed to responsive thoughtful

instructionthe heartbeat of the literacy work that matters.

Maddys joyous description of reading as a way to blossom and grow in her opening poem epitomizes this view. But Maddys entry into this world did not happen by
chance or due to meaningless activities. Maddy perceives reading as the answer to every-

thing because enthusiastic authentic literacy is her reality. It can also be our reality if we
are willing to heed Maddys heartfelt advice.
But is Maddys advice feasible in a world where decision making has become an
instructional tug-of-war? Can we win a battle of wits as control is slowly whittled away
from those who make the decisions that matter most? The answer is a resounding yes

if we are insistent participants in bringing this world to life. Knowledgeable teachers with
a fervent commitment to the literacy work that matters have always been our best hope.
This is undoubtedly the best of times and the worst of times. We have amassed an
instructional arsenal of literacy research support that will allow professional knowledge
and classroom practice to work in concert. Some of us have been seduced by recipes,
while others know quick fixes are rarely in the best interest of students but feel powerless
to fight that battle. With money limited and advice plentiful, we may struggle to find the
time, resources, or support to do the job we want desperately to do. Too often, we feel
inadequate in spite of a vast body of knowledge or we arent afforded the professional
learning opportunities that would surely elevate our teaching to the highest levels.
Theres good news. The world I describe is within any teachers reach. This book is
written for teachers who believe they still make the choices that matter and refuse to let
anything stand in their way to do so. It is for teachers who address limited time in the
day by reallocating that time in far better ways. It is for teachers ready to take back the
reigns of instructional decision making. It is for teachers willing to put children ahead of
politics or agendas. It is for each of you reading these words at this very moment.
So how do we accomplish this? How do we ensure our students days are filled with
successful literacy opportunities? How do we put our students needs above grade-level
mandates? We do this by choosing to allow only relevant, meaningful experiences into
our day. We do this by choosing learning experiences that have the greatest outcome.
And we do this by choosing to make personal professional learning a priorityeven if
we have to initiate these opportunities on our own. These are the responsible choices
excellent teachers make every daychoices that reflect the very essence of this book.
I was recently rushing to a flight when a picture in an art display from a local school
caught my eye. It was the most beautiful drawing of large open hands holding many small
children. I was astonished to find that a fifth grader had created it. As I moved closer, I

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Introduction /

noticed faint pencil marks and erasures beneath the perfect drawing. I thought about
the trial-and-error perseverance that must have gone into this diligent pursuit. Suddenly,
I felt a rush of pride for the anonymous art teacher who must have supported that
extraordinary move toward imperfect perfection each step of the way.
Jazz musician great Ornette Coleman said, It was when I found out that I could make
mistakes that I was on to something. This is directly applicable to our teaching, as some
of the most important instructional successes have been borne out of failure. In the end,
it is our successes rather than our mistakes that matter. But those successes require us to
go through a period of discomfort that is inevitable as we turn tentative pencil marks and
deliberate erasures into a colorful landscape of instructional possibilities.
Seth Godin calls this period of discomfort the dip, or an inevitable sinkhole that can
trip us up (2007). When we are in a dip, we can quit or we can put forth the extra effort
that will ultimately lead us to success. A cul-de-sac is simply a dead end that saps valuable
time and energy, while the dip leads to success if we can weather the storm and whittle
away at it bit by bit. Godin refers to this as strategic quitting and he advises: Quit the
wrong stuff. Stick with the right stuff. Have the guts to do one or the other (4).
Godin makes a profound point with his description of hardworking woodpeckers:
A woodpecker can tap twenty times on a thousand trees and get nowhere, but stay busy.
Or he can tap twenty thousand times on one tree and get dinner (29). If we continue to
put our effort into doing a multitude of different things that are not working, we will have
little time and energy left to focus on the literacy work that matters.
This is particularly important given the diverse needs in todays classrooms. Some
teachers feel like tightrope walkers without a safety net (Buffum et al. 2010). But theres
no shortcut across that tightrope. As noted by Tomlinson, Excellent teachers never fall
prey to the belief that they are good enough. The best teachers I have known are humbled
by how much more they need to learn (2010/2011, 24). These teachers actively seek
learning opportunities in great volume whether this critical goal is honored in their
school or not. This book is a personal professional development opportunity if you are
willing to do the hard work required to achieve excellence.

How to Use the Forms in This Book

Throughout this book you will find a number of problem-solving forms designed to slow
down your teaching through thoughtful reflection. All of these forms are available for
download at www.heinemann.com/products/E04369.aspx (click on the Companion
Resources tab). These tools will help to critique your instructional choices and how those

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xviii / INTRODUCTION

choices affect students in positive or negative ways. Within a heightened sense of awareness for the quality of our work, we will omit, add, or adjust our practices based on the
benefit they afford our students. This is not about doing more or harder work. Its about
making smarter choices so our time is spent in the most effective ways.
To ensure the forms are used in the spirit intended, keep these things in mind:
Use each suggested form as you read the instructional descriptions. This will allow
you to experience this process through others before you apply it on your own.
While we will explore practices to alleviate, always view your teaching through a
positive lens. Identify what youre already doing well and do more of it.
These are personal reflection tools, not evaluative forms. They are designed for
introspection and dialogue, not for pointing fingers.
Put the forms in a notebook to revisit over the course of the year. There is great
power in looking at our successes along the way or repeating a form.
Select those forms that are relevant to your goals at that time. Use them in any
order to set instructional priorities and eliminate any that are no longer needed.
Be specific in identifying goals. Set a numerical goal to reduce worksheets or
describe what you will do with time saved sitting at your desk. Be crystal clear.
Highlight what you do using students as a measurement marker. Their success or
failure is our responsibility, so always consider your role in this process.
Engaging dialogue in a supportive environment elevates forms. Consider doing
them with trusted colleagues in positive professional interactions.
Its helpful to limit your reflection to one teaching focus. Narrow the scope by
exploring one aspect of the literacy block or learning activity.

Were about to launch into a shared journey of reflective decision making. In

Chapter 1, Ill define terms to build a solid framework for the literacy work that matters.
In Chapter 2, well initiate goals that offer a sense of direction and instructional focus. In
Chapter 3, well take a closer look at our struggling readers to create a literacy program
that will accommodate specific student needs. In Chapter 4, well look at a flexible, inclusive learning design that embraces all students. In Chapter 5, well consider the dual
nature of instruction and assessment that impacts both students and teachers. Finally,
in Chapter 6 well reflect on the changes youve made as you have worked through these
pages and explore how you can continue to enhance and sustain your great work.

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Introduction /

Preparing to Focus on the Literacy Work that Matters

Director Baz Luhrmans 1996 song from Romeo and Juliet, Everybodys Free (to Wear Sun-

screen), is happiness advice. Perhaps I should have added the best advice to my cover:
Warning: You will be asked to do one thing that scares you every day!
In 2009, I did the scariest thing Ive ever done when I wrote my first book, RTI from

All Sides: What Every Teacher Needs to Know (Howard 2009). My plunge headfirst into
unfamiliar and terrifying territory was a leap of faith that led to a second book, Moving

Forward with RTI: Reading and Writing Activities for Every Instructional Setting and Tier
(Howard 2010), and now the book you are holding in your hands. Luckily, each one has
been accomplished with an increasingly healthy level of angst.
You see, doing something that scares us every day allows us to slowly chip away our
fears as the initial discomfort dissipates. From an instructional perspective, we have two
choices. We can accept the status quo or we can change our little corner of the world.
Sitting back in passive compliance is simply unacceptable because the repercussions are
too frightening to consider. I hope you opt to join me as we work together to change our
little corner of the world. One teacher can set an amazing domino effect in motion.
I am not a researcher and this is not a research manual. I am a teacher and this book
reflects my insatiable curiosity about literacy and my dedication to children, saturated
in a vast research map to guide my way. I didnt just write this bookI lived this book.
Its based on my work with real teachers and children. I was a willing participant in a passionate investigation doing precisely what I ask of you. I faced the same challenges, tackled the same frustrations, and celebrated the same achievements. Teachers and children
breathed life into this book over the course of one year as we worked side by side, and it
is my gift to respected comrades.
So grab a cup of coffee. Slip off your shoes. Get comfortable. Imagine were huddled
in a corner of your classroom engaged in lively dialogue revolving around a shared vision
for high-quality literacy. I am beside you supporting your efforts to engage students in
literacy experiences that will help every child soar to great heights. This is one battle we
cannot afford to lose. I think its a worthy battle. A worthy battle indeed, my friend!

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to

Great Teaching

CHAPTER 1

Building a Common
Understanding for Bad Work,
Good Work, and Great Work

Great Work is what we all want more of. This is the work that is

meaningful to you, that has an impact and makes a difference. It inspires,

stretches, and provokes. Great Work is the work that matters.
(STANIER 2010, 5)

Lets begin with a little experiment. Go aheadtrust me. Close your eyes and take a deep
breath. Closed? Relaxed? Ready? Now reach back into the inner recesses of your memory
and recall a time you were truly engaged in a thoroughly fulfilling learning experience. It
doesnt matter what or when as long as it conjures an abundance of fond memories.
Elementary? High School? College? The School of Life? Got it? Good. Stop and savor those
images, impressions, and events. Hold it . . .
Nice work! Now list any descriptive words that reflect those positive images, impressions, and events dancing in your memory stream. Jot down whatever comes to mind.
Dont worry. There are no right or wrong answers. Just free your mind and bask in the joy
of the experience. When you finish, review your list. Go ahead, Ill wait.
Now let me tell you what is not on your list. Im willing to bet no worksheets without
value or purpose warmed the cockles of your heart; no round-robin of stumbled reading
for an impatient audience made you leap with unbridled joy; no images of books void of
meaning called forth visions of rainbows on the horizon. Im 100 percent certain descriptors like boring, frustrating, and embarrassing are not on your list.
Then one haunting question should form a dark cloud hovering above us. If these
things arent remotely related to what we know about thoroughly fulfilling learning

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2 / GOOD TO GREAT TEACHING

experiences, why would we let even one intrude upon our day? What alternatives reflect
the enthusiastic, meaningful, and purposeful learning our students need and deserve?
How can we gain access to those things and more in an already full day? These questions are the heart and soul of this book.
As I look back on my teaching over the past four decades, two life-changing events
stand out. The first was my Reading Recovery training that continues to drive my thinking
about literacy. The second was the day I inadvertently stumbled on a little book that had
an immediate and profound impact on my work with teachers and children.
Do More Great Work (Stanier 2010) is a business book that has forever altered
my thinking as a literacy teacher. Stanier lives in a business world where financial
stakes are high, but our stakes are even higherthe literate lives of children. The
message that resonates in Staniers book is that we must do more great work in any
endeavor and his subtitle reads like a heartfelt plea: Stop the Busywork, and Start the
Work that Matters.
Stanier borrows from graphic designer Milton Glaser (2008), explaining that our
work falls into three categories: bad work, good work, or great work. Categories help
us evaluate the quality of our work, although this is more complex than labeling since
the designation of a category may change according to the situation and the participants involved. But the act of categorizing our work initiates a reflection process that
can help us grow as we consider our choices more deeply so they can become more
intentional.
Using this concept as our vessel, we are about to embark on an exciting journey
together. I packed an unwavering devotion to literacy, an intricate web of experiences,
a wealth of research translated into practice, an acute awareness that professional
learning is never-ending, and a deep respect for the work you do in the trenches. All
you need is the dedication to do whatever it takes to help every student achieve literacy
success. This book is a celebration of you no matter how long you have taught, how
busy you are, how overwhelmed you feel, or how much support surrounds you. Welcome aboard!
I should warn you this trip is not for the fainthearted. I will ask you to reflect upon
and evaluate your practices. I will ask you to question those practices even if it evokes
discomfort. I will ask you to eliminate anything that wastes time to make room for those
things that are a better use of time and then raise the bar to take your teaching even
higher. In return, Ill respect your role as captain of our ship and keep you in safe waters
at all times. If youre up for this challenge, roll up your sleeves and assume your rightful
position at the helm. Its full steam ahead.

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Chapter 1: Building a Common Understanding for Bad Work, Good Work, and Great Work /

General Overview of Bad Work, Good Work,

and Great Work
So lets begin with a quick look at bad work, good work, and great work.

Bad Work
Bad work is anything that saps the time and energy needed for good work and great work.
Bad work has little or no payoff so its a frivolous time-wasting event that usurps precious
minutes that many students can ill afford. Bad work is usually easy and requires limited
effort or thought from teachers or students. Its empty calories with no nutritional value.
Its the Pac-Man of excellence, voraciously eating its way across our day and sapping the
resources for the work that matters. Bad work is, well, bad.

Good Work
Good work is good by definition. We need good work since it benefits students (how we
determine the value of our work). In fact, good work often leads to great work if we can
make adjustments that elevate our work. I suspect most great work is borne from good
work since great work takes time and effort. We want more good work because the payoff
to students is high. The only problem with good work is that it takes the time and energy
we need for great work. Good work is goodbut its not great.

Great Work
Great work is the most challenging to define, but I suspect you dont need an explanation
if youve ever experienced it. Great work takes our teaching to the highest level and offers
the most benefit to our students. Great work happens when teachers cautiously translate
research principles into practice so it requires more effort in the early stages. Those who
do great work develop an insatiable appetite and want to savor the experience over and
over. Great work lights up a room with energy and enthusiasm.
Now that we have a general overview of these categories, lets fine-tune our understanding from an instructional perspective. Categorizing our work isnt an either/or proposition since many factors can alter our selection. Reflection gives us a forum to verbalize
our thinking so we can make intentional choices how to best spend our limited available
time. As we examine our practices, we can navigate toward more great work through a
flexible decision-making process based on the benefit to students.

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4 / GOOD TO GREAT TEACHING

Examining Our Practices More Closely

for Evidence of Bad Work
The term bad work is not meant in a negative light or to label events and teachers as
bad. Rather, exploring our teaching for evidence of bad work helps us reflect more critically on the many choices in our control and how these choices affect
students. Some bad work gobbles precious minutes while some is simply less effective, less productive, or less valuable than an alternative.
Good teachers consistently question the value of their work and
change the trajectory of that work if it conflicts with high-quality literacy. Noticing bad work doesnt make us bad teachers. To the contrary,
FIGURE 1.1 Great work begins
by alleviating anything that
usurps valuable time

the ability to notice and modify bad work makes us highly qualified,
knowledgeable, and responsible teachers who maintain control of our
own decision making in the name of student learning.

Every teacher does bad work and anyone who says they dont is delusional. Even the
best teachers Ive ever had the pleasure to witness in glorious action would admit to bad
work (I have a personal history of bad work, although it rears its ugly head less often these
days). The distinction is that they do bad work less frequently, recognize it more quickly,
and are more likely to resolve it. As we become more adept in recognizing bad work, we
become increasingly insistent about altering questionable practices where it matters
most. If we refuse to do so, its intentional bad workthe worst kind.
Bad work is a chameleon that changes according to interpretation or intent, so we
must be brutally honest as we evaluate our work. Reflective introspection allows us to
initiate external or internal dialogue to deepen our understanding. We begin to recognize
that one can do bad work extremely well, making it good bad work. We dont explore bad
work to label people or events, but to notice it when it happens so we can use that time
in more productive ways in the future. Its just that simple!
The chart on page 5 includes some descriptors and examples of this category.
We must be able to recognize evidence of bad work and then eliminate it in order
to do good work or great work. Bad work can occur in the blink of an eye, or over an
extended period. Bad work may be intentional due to a personal choice or unintentional
due to inadequate knowledge or experience. Some things consistently reflect bad work,
while others fluctuate depending on circumstances. Sadly, bad work we fail to acknowledge and resolve over time can cause great emotional and intellectual harm.
Bad work can often be elevated with simple adjustments or substitutions. Brief,
meaningful drawings help students reflect on learning. Well-selected paper-pencil

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AN OVERVIEW OF BAD WORK

Descriptors of Bad Work

Examples of Bad Work

Anything that wastes valuable time due to:

passive worksheets

frustrating texts and tasks

round-robin reading

failure to offer adequate modeling

irrelevant computer tasks

lack of support in the early stages

fill-in-the-blank, circle, underline

empty play over authentic literacy

teacher sitting passively at desk

ignoring crucial literacy research

one-size-fits-all grade-level texts

skill and drill without application

trivial games and activities

mere assigning over teaching

crosswords or search-and-find puzzles

rigid adherence to scripts or guides

cut-and-paste or meaningless coloring

getting sidetracked without purpose

stuff over substance (learning)

ignoring student need

We could include anything that robs time from

active literacy engagement

tasks offer a tool for classroom discussions. Purposeful oral reading is useful to prove,
refute, or highlight a point. Passive worksheets may be substituted with student-created
sticky notes in a visual display. A teacher sitting passively at a desk can rotate in order
to listen to or confer with students. Its not hard to elevate bad work if we recognize it
and are willing to alter or replace it with more effective options.

Examining Our Practices More Closely

for Evidence of Good Work and Great Work
Good work and great work are alternatives that are a better use of time. We label bad work
solely to use the time we save in more
effective ways. Bad work can creep up
on us when we least expect it, so we
must become hypervigilant so that we
can notice if it happens. Bad work can
occur if we are not knowledgeable
about quality literacy and fail to connect research and practice, while good

FIGURE 1.2 Our teaching can move along a continuum

between good work and great work

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6 / GOOD TO GREAT TEACHING

work and great work require us to adhere to these things. Bad work stands alone while
good work and great work are on a continuum where the lines of distinction may blur.
Good work and great work are both desirable, but great work is more desirable. We
increase or decrease the quality of our work as we move across this continuum. Good
work has payoff but great work has more payoff. Good work benefits students but great
work benefits them more. Excuse my intentional grammatical faux pas, but good work
is good while great work is gooder, as reflected in the chart below.

AN OVERVIEW OF GOOD WORK/GREAT WORK

Descriptors of Good/Great Work

Examples of Good/Great Work

Anything that reinforces or extends learning:

rich literacy environment

active literacy engagement

classroom reading library

access to high success texts

daily engagement in literacy

gradual release of teacher support

read-aloud/write-aloud

flexible grouping options

shared reading/writing

less emphasis on whole-class work

guided reading/writing

peer collaboration opportunities

independent reading/writing

ongoing independent application

focus on reading, writing, and talking

teacher-supported problem solving

We can include anything that actively engages

students in meaningful literacy

emphasis on strategic knowledge

integration across content areas

Good work and great work reside on a slippery slopewe can shift back and forth in
a split second. Great work can be quickly reduced to good work and good work can be
quickly elevated to great work. This occurs if we fail to notice or take advantage of a teachable moment. Good work and great work often require thoughtful planning, but it can also

FIGURE 1.3 The interplay between bad, good, and great work

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occur in the heat of the momentmoving around the room if attention fades, generating
questions to engage students, drawing attention to a key idea, conducting a strategy
think-aloud, or letting students turn and talk to verbalize their thinking. These splitsecond decisions can quickly move us between good work and great work.
There is a rich interplay between these categories. The more we know what constitutes bad work, the more we understand good work. The more we know what constitutes
good work, the more we can move to great work. As bad work occurs less frequently, we
gain understandings that transform good work to great work. Once we understand great
work, we hunger for more. This is a learning curve at its best.
To understand what this looks like, lets peek into a classroom to see how our choices
diminish or elevate teaching and learning. As you read, think about the wide range of
intentional choices Mrs. Jones makes throughout this learning activity and how these
choices impact the quality of her work.

Instructional Scenario 1: Initial Teaching Sequence

Mrs. Jones stands at the front of her third-grade class as students sit at their desks with
a copy of the book. The story is part of a grade-level anthology with fascinating details
of ocean animals to support their ongoing investigation of the topic. She begins by writing
three questions on the board, telling students to look for clues to answer these questions
as they read. Students then take turns reading orally as peers follow along. Mrs. Jones
stops periodically to ask questions from a teachers guide and others that rise from her
interactions with students or her instincts as an experienced teacher. Some students read
orally with expressive ease while others struggle painfully. The wide variations of student
engagement are also glaringly obvious. Raul appears frustrated while Tamara peruses
several pages ahead. Suzanne is lost in the photographs as Robert plays nervously with
his pencil. Mrs. Jones doesnt appear to notice these behaviors from the front of the room.
At one point, she draws attention to a compound word in the story and they stop to look
for other examples to list on the board before they read on. When they finish, she asks
them to discuss their learning with a partner and respond in a writing journal. When Todd
asks if he can add a picture, she reminds them that writers express ideas in many ways
and encourages them to do the same. As they work, she moves to her desk.

Now note your thinking in the columns (see Figure 1.4). This is not about labeling Mrs.
Jones a bad teacher since she did many wonderful things. Its about developing a heightened sense of awareness for choices that impact students in positive or negative ways.
Notice bad work that is less effective and good work or great work that enhances learning.

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8 / GOOD TO GREAT TEACHING

FIGURE 1.4 Categorizing Mrs. Jones Initial Teaching Sequence

I asked teachers I work with to consider how Mrs. Jones choices hinder or support
learning. Our success is always measured by our students success, so we are unsuccessful if even one student is unsuccessful. As you look at these examples, keep in mind this
process is designed to initiate a dialogue about the quality of our work rather than simply
to label it. Consider how these examples may vary from your own thinking.
Bad Work
one-size-fits-all grade-level text in spite of varied reading ranges
round-robin reading (passive behaviors, students struggle publicly)
focus on compound words to the point it may have sidetracked learning
passively sitting at the desk as students work unsupported

Good Work
high-interest topic integrated across the curriculum (science)
limited number of key questions based on important ideas (three)
designated questions in the teachers guide used selectively
time to collaborate with peers for the purpose of sharing learning

Great Work
connecting to prior learning goals (ocean animals)
establishing a clear purpose in writing that is consistently revisited
flexibly generating questions based on interaction with students
integration of writing using a journal activity with purposeful drawings

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Considering the goal is student success, lets reflect on a few ways Mrs. Jones could
have better supported Raul, Tamara, Suzanne, and Robert.
use varied reading material rather than a one-size-fits-all text
create an anchor chart or learning display to support ongoing learning
initiate flexible small-group reading activities with texts matched to students
avoid round-robin reading and opt for students to read silently or softly
avoid getting sidetracked from the task at hand with unrelated tasks
rotate as students work on their own to offer support or assess

Now well apply these ideas in a new instructional scenario. As you read, notice
modifications that increased success for Raul, Tamara, Suzanne, and Robert and record
what you notice in the chart (see Figure 1.5).

Instructional Scenario 2: Follow-Up Teaching Sequence

Mrs. Jones uses a variety of alternate texts for this literacy activity. She previously
shared a whole-class read-aloud to introduce the topic of ocean animals and students
have initiated a class chart. Today, she begins with a shared reading of an engaging
poem on sharks. After reading, she asks students to look for facts they can add to the
class wall display on ocean animals and records the vocabulary words they will
revisit later. She displays a large piece of paper and draws attention to several containers of books about ocean animals at varied reading levels. Mrs. Jones explains
that students will select a book of their choice to use in a small-group investigation.
As she distributes sticky notes, she asks students to record new facts that will be
added to the chart. Students begin working as she calls four students to the smallgroup table in the back corner of the room. They open a newsmagazine to an article
on sharks, taking a few minutes to explore the colorful photographs. She reminds
them to look for interesting facts to add to their sticky notes later. Students read brief
portions silently as she listens to an individual child read aloud. After each section,
they discuss learning and add key ideas to sticky notes. At one point, she draws
attention to a compound word and quickly writes it on the board to add to their compound word chart later. When students finish, they return to work in their groups and
she then calls five more students to take a spot at the back table with a new book on
the same topic. After reading, they return to their seats to work in groups as Mrs.
Jones rotates. She periodically pauses to discuss learning with students, briefly
recording observations she will add to individual student folders later.

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FIGURE 1.5 Categorizing Mrs. Jones Follow-Up Teaching Sequence

What increased the quality of this lesson? How successful do you think Raul, Tamara,
Suzanne, and Robert will be in this scenario? What did Mrs. Jones do differently that had
a direct impact on the quality of her lesson? What choices did she make that elevated
both teaching and learning? In the end, we make the choices that matter!

Spotlight Teachers: The Literacy Work that

Matters in Action
Now that we have a common understanding for bad work, good work, and great work in
a fictional setting, lets see what this looks like in real settings. Throughout this book, Ill
transport you into classrooms of new and veteran educators in Oklahoma, New Hampshire, and Minnesota where spotlight teachers will model a reflective process of change.
You are cordially invited to join our conversations using two approaches.
1.

In some cases, I observe a lesson first and use the teaching as a springboard to
change. The teacher then applies new learning based on our discussion in a follow-up related lesson. These two sequences reflect the lesson variations.

2.

In other cases, we discuss a teachers lesson goals and make adjustments to the
instructional plan prior to the lesson. The teacher then applies the changes based
on our discussion in a single-lesson activity.

The wonderful spotlight teachers in this book are not meant to reflect perfection.
Great work is in a constant state of flux according to the teacher, goals, situation, and
learners. What these remarkable teachers do is much less important than how they make
intentional choices to increase the quality of their own work. Good to great teaching is a

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personal growth process that varies from teacher to teacher. This is not about perfection,
but how we consistently make relevant choices that will move us to improved practices.
So lets begin in three classrooms at Sunapee Central Elementary in Sunapee, New
Hampshire. In this chapter, our spotlight teachers use two instructional sequences to categorize and enhance their teaching. Youll see our first reflection form in action as you practice on your own (see Figure 1.13). The forms in this book are carefully designed tools to
reflect on, categorize, and adjust your teaching. It will be very helpful to complete the forms
using the spotlight teacher descriptions before you apply them in your own teaching.
Lets begin with fifth-grade teacher Lesley Scheele. Lesley has taught for thirteen
years. She is dedicated to independent and teacher-supported literacy. Her small-group
lesson takes place in the first week of school because she has made this her priority.

Lesley Scheele, Grade 5:

Initial Teaching Sequence
Lesley calls five students to the small-group table. A quick look around the room reflects
all students actively engaged in independent literacy. Lesley distributes a newsmagazine article about spirit bears to students, knowing informational texts will entice
them. She introduces it with enthusiasm, stating excitedly, I cant wait to read about this topic. Lesley states
her purpose of self-questioning, saying, As we read,
think about any questions that come to mind. The
open-ended form she gives students supports her purpose and gives them a concrete tool. She tells students
they can read and then write or write as they read,
acknowledging her respect for their way of learning. As
students suggest questions, she reinforces their ideas
and encourages them to answer their own question or
that of a peer. She repeatedly confirms the purpose with
her own ponderingsIm wondering about . . .
and encourages students to do the same. She compliments their ideas as they use schema or make
connections to other learning. As students read silently
and respond on the form, Lesley discusses the selection with individual students. Each student has an
opportunity to share their ideas as others work on
their own. There is never a lull as everyone, including

FIGURE 1.6 Too many focus points

can reduce the benefit of a form

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12 / GOOD TO GREAT TEACHING

Lesley, is intensely engaged at all times. She moves

seamlessly between reading, writing, and talking,
noticing when her students use effective strategies and
responding to their efforts. She consistently shares her
observations and encourages students to verbalize
their thinking. Lesley transforms into a reader alongside her students, offering varied degrees of support,
modeling her thinking, and encouraging them to
engage in independent problem-solving as she waits
in the wings. She uses the text as a resource to prove
or support thinking with supportive language like,
FIGURE 1.7 Lesley promotes independent problem-

solving and uses this time to support or observe

students as they actively engage in learning

Thats fascinating, I like your thinking, and Good

job using your schema. She repeatedly draws their
attention to the purpose for reading, using the text.

Debriefing Session
Lesley did so many outstanding things I could highlight in our discussion. Her awareness
increases the potential to do these things intentionally in the future, so I began our discussion by emphasizing effective practices already in place with simple tweaks to elevate
her teaching even more. I dont tell teachers what to do, but suggest what may be invisible
without another set of eyes and ears. In a sense, this reflective feedback process is like a
behind the glass lesson without the glass (Clay 1985).
We discussed four simple ideas Lesley could apply in the next teaching sequence:
The open-ended paper-and-pencil task may have too many points to think about.
The form should reflect her stated purpose of self-questioning.
Self-questioning is important for every student. A class anchor chart can be used to
introduce this focus initially during a whole-class minilesson.
Students generated wonderful questions but they had difficulty recalling them later.
Writing questions on sticky notes will provide a helpful memory tool.
Lesley wanted time to meet with other students. Selecting key stopping points as
students are writing is a good time to quickly visit with others.

Lesley completed the top section of our first reflection form as we discussed her lesson (see Figure 1.13). She plans to apply these suggestions in the next sequence with a
new group of students. I wish every teacher had the opportunity afforded Lesley, but anyone willing to reflect honestly on ones own teaching can achieve this move to great work.
The key is to slow down and closely examine your teaching to make improvements. Lesley
uses our form to ponder her transformation between lesson sequences.

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FIGURE 1.8 Lesley introduces a class anchor chart that will support learning in varied settings

Follow-Up Teaching Sequence

Lesley begins in a whole-group setting to initiate an instructional springboard for
small-group and independent seatwork. She conducts a ten-minute minilesson on
self-questioning using a carefully selected read-aloud to create an anchor chart as a
concrete tool to refer to all year. As she discusses self-questioning, she draws attention
to the chart as her students suggest examples for selected categories: Driving Questions
(I wonder? How? Why?), Lines from Text (interesting facts, inspiring ideas), and
Answers to Questions (Now I realize, I am thinking). When they finish, Lesley moves
this class anchor to a small-group setting as other students work independently. This
allows all students to immediately apply what they learned in another context. A revised
small-group form matches the class anchor chart and students add their sticky note
questions to refer to later. Lesley leaves the group during a writing activity so she can
visit a student working independently for a brief moment.

Final Reflection
The small changes Lesley made elevated the second lesson sequence. Just ten minutes
was needed to complete the whole-class anchor chart, but this saved time and allowed
students to apply their learning in other settings. The anchor chart offers a visual reference
of learning using a variety of contexts and texts with valuable information that is supplemented with a growing list of examples. Students can then add sticky-note questions

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14 / GOOD TO GREAT TEACHING

FIGURE 1.10 Meaningful dialogue offers students and

teachers valuable feedback

FIGURE 1.9 Heather actively engages students in

successful learning at all times

FIGURE 1.11 Lesley assumes a supportive role to address

confusions and ensure success

during small-group learning or as a segue to independent reading. Students then return

to a whole-class setting to share or add questions they generated during these varied
learning experiences. Through these two lesson sequences, Lesley discovered that great
work often occurs through seemingly minor changes. Lesleys enthusiasm and her
engaged participation elevated students learning because she assumed an active role in
whole-class, small-group, and independent work. This role is evident in both lesson
sequences, but drawing her attention to this increased her awareness so she will be more
intentional in the future. Lesley is now more mindful of her critical role in the learning
process and she is doing more great work as a result.
Based on our discussion, Lesley revised her students form to match the anchor
chart. Often, we must acknowledge that doing less in more effective ways can enhance
our instruction. Lesley can reflect on the minor but significant changes needed for more
focused instructional experiences that lead to deeper levels of understanding. If our end
goal is to maximize their comprehension, this is certainly an idea worth considering.

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FIGURE 1.12 The openended form makes a

connection to the class
anchor chart goals

I asked Lesley to explore this process using our Reflective Lesson Analysis and Interactive Samples form. This completed form allows us to see what achieving more great
work is all about through Lesleys eyes. Her initial teaching is a lens for viewing and
adjusting the second teaching sequence. Lesley shows us what is possible when we
closely examine our own practices and then make the necessary changes to elevate those
practices. The form makes this reflective process concrete and visible.

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Web

16 / GOOD TO GREAT TEACHING

form

FIGURE 1.13 Lesley identifies changes that will move her closer to great work

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Two of Lesleys colleagues will use the same reflective process to broaden your view
by examining varied grades and settings in action. Lets begin with first-grade teacher
Simone Austin, who has taught for fourteen years. Lesley modeled our first form but you
can experience this thoughtful process by completing the form with us this time.

Simone Austin, Grade 1:

Initial Teaching Sequence
As I enter the room, three first-grade students are gathered around the table. Simone
gives them a book she selected at their independent level. They briefly review words
on index cards. Simone begins the lesson by modeling a book talk using a previous
read-aloud so she can share familiar events. Simone emphasizes that a book talk
does not tell everything and explains how she decided what to share. She then
asks the students to whisper-read on their own as she rotates to listen. When one
child reads silently, she reminds her to whisper-read. She repeats this reminder on
two occasions. Two of the students finish early and quietly wait for the other to finish.
After they read, each child does a book talk using their personal text. Simone compliments their efforts and asks probing questions if they falter (Thats a good connection to the skates. Do you have skates?). Her positive approach helps students
share as she uses their ideas as models (How did Abby help us get to know her
book?). Her supportive demeanor in this very small setting will lead to more detailed
book talks in the future.

Now use the form to record what you feel may represent bad work, good work, or
great work at the top and instructional adjustments she can make in the center. When
you finish writing, compare your notes with our debriefing session.

Debriefing Session
Simone knows comprehension is a critical component of her teaching and she uses readaloud to model common language for meaningful book talk conversations. Her small
groups then help students move beyond trivial details and connect to texts both emotionally and academically. As she reflects on her lesson, Simone identifies several things
she may want to eliminate or adjust to elevate her next lesson sequence.
Use familiar selections such as independent texts or those previously introduced
in guided reading. This makes book talks the primary focus.
Decrease the duration of groups. Ten to fifteen minutes of intense focus can
maximize her lesson.

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18 / GOOD TO GREAT TEACHING

Encourage silent reading when students are ready. Check for understanding while
rotating to discuss the reading with individual children.
Create a book talk menu as a helpful visual tool. Add discussion points to this supportive anchor reference. Withdraw this support when it is no longer needed.

Follow-Up Teaching Sequence

Students sit at the table with familiar texts. A book talk menu is displayed with three
sharing options in the form of questions (What is the character doing? What is the character like? What does the character remind me of?). Simone begins the lesson by reviewing the menu, reminding students to use the chart if they arent sure what to share.
Simone models how to do this with her book. Next students reread to find something
about the character they want to share as Simone rotates. These familiar texts allow her
to focus on book talks. Simone intentionally addresses words in context, but maintains
her purpose. When a child reads silently, she encourages this switch and informally
checks for understanding. Simone encourages students to refer to the book while stating
ideas in their own words (What did it say in the book? How else can you say that?).

Final Reflection
Simone made small changes that will enhance her book talks. Familiar texts maintain her
purpose and the book talk menu offers a supportive scaffold. A narrowed emphasis on
characters respects these early stages and allows her to gradually initiate new discussion
points. Simone can add to the menu, refer to it during whole-class book talks, or withdraw
it as appropriate. She interacts with her students through engaging conversations to

FIGURE 1.14 Simone uses

each moment to teach,
reinforce, or support students

FIGURE 1.15 A book talk menu offers a

concrete tool for informal discussion

FIGURE 1.16 Independent and peersupported applications are used to

generate a common language to
discuss books

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Chapter 1: Building a Common Understanding for Bad Work, Good Work, and Great Work /

19

support her purpose or reinforce learning as those teachable moments arise within the
learning activity. She encourages students who are ready for silent reading, using dialogue
to increase accountability. These things elevate the quality of her lesson and her students
success. Simone has high expectations for meaningful dialogue in pleasurable contexts
for her young readers and she actively models and teaches these expectations. The book
talk menu also creates a bridge between home and school.
Completing the form will help Simone consider bad work she can change and good
work or great work she can continue or add. Simone takes responsibility for her choices
by completing the form and makes changes that will maximize student learning.

Web

FIGURE 1.17 Simone reflects

on her own teaching to
enhance the quality of her
instruction to move closer
to great work

form

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20 / GOOD TO GREAT TEACHING

Notice that Simone generated a question at the bottom of her form that she will use
to guide her teaching in the future. The form initiates the change process but it is
designed for her repeated use since she can continue to evaluate her work as she makes
new adjustments. I asked Simone to reflect on the changes in these teaching sequences.
The biggest thing I took away was to make every minute count and that I can shorten my
groups. Thirty minutes with six-year-olds doing good work is now fifteen minutes of great, highaccountability work. Theyre getting more out of it. Now I address words in texts so my word
work is less random. I love whisper-reading and teacher tune-in so theyre accountable and
reading the whole time. Ive definitely changed my thinking on silent reading and I let them
take the lead. Its apparent when they are ready to do that. I especially love the book talk
menu and students use it all day and at home.

Now lets meet fifth-grade teacher Danielle King who has taught for four years.
Danielle will do a one-to-one lesson with a delightfully capable special education student
because I want to know how to support him as a reader. She knows our most tangled
readers have much to teach us. Once again, use the form to experience our collaboration.

Danielle King, Grade 5: Initial Teaching Sequence

When I arrive, Cody and Danielle are on opposite sides of the table. Cody has selfselected a humorous book from a series. Danielle gives him a graphic organizer she
has labeled before and after in two columns for predictions. Danielle introduces the
graphic organizer and then Cody begins reading orally. She asks questions to initiate
any new predictions and they list these on the graphic organizer. The text is clearly too
challenging and Cody is visibly frustrated when he comes to tricky words. He perseveres
with Danielles support but still struggles. At one point, Danielle stops and asks him to
read a list of words. He continues to stumble over words and reads in a word-by-word
fashion. Cody seems to understand the gist of the story in spite of this struggle and he
describes events he finds interesting in detail, shows personal insight into characters,
and recognizes subtle humor. Cody often laughs when discussing events. They continue
to list predictions, but Danielle is more focused on encouraging his thoughtful explanations. The supportive environment leads to lively discussions, although inordinate support is still needed when he reads. As the lesson ends, I tell Cody I enjoyed listening to
him read. His response reflects the fragile spirit of some of our readers: Well, Im a
lower-level reader. I immediately reply, Actually Cody, you are a reader, not a level,
and Im so impressed with you as a reader. He pauses ever so briefly and smiles.

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FIGURE 1.18 Danielle knows that one-to-one opportunities

are critical for her tangled readers

FIGURE 1.19 Danielle promotes meaningful reading in a

high-success experience

Record evidence of bad work, good work, or great work you noticed in Danielles lesson
at the top of the form and any instructional adjustments that may elevate her lesson in
the center. When you finish, compare your notes with our debriefing session.

Debriefing Session
Danielle supports Cody as a reader in an emotionally engaging lesson. We discussed his
perception as a lower-level reader because we dont want levels to be a defining factor
exacerbated by too-challenging experiences. Self-selected texts address interest, but
Danielle must balance this with high-success reading to continuously convey the message of Cody as a reader rather than a level. Emotions weigh heavily into Codys equation,
so we explored how to increase confidence and competence simultaneously.
Create a more informal and supportive atmosphere by sitting side by side with
Cody. This simple seating adjustment sets a positive tone for learning.
Increase success initially using texts with supportive pictures and less print per
page. Cody likes fables, science, and poetry so these are excellent options.
Help Cody become more strategic through independent problem solving. Fade the
support of coaching and prompting to encourage this independence.
Increase Codys automaticity of high-frequency words before each lesson. Do this
by quickly using word cards, magnetic letters, or cut-up sentences.
Create an engaging, high-success experience. While a graphic organizer is a helpful
tool, it may be counterproductive for Cody at this time.

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FIGURE 1.20

Web

Danielle reflects
on small changes
that will maximize
side-by-side
learning

form

Follow-Up Teaching Sequence

Cody sits beside Danielle with an African fable he selected. This book has less print per
page and supportive illustrations. Cody is noticeably more confident as he reads and
Danielle draws attention to pictures to support reading. Their discussions are equally
engaging, but he solves problems on his own or with minimal support as Danielle
begins to withdraw her support to encourage his growing independence. There is no

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graphic organizer, placing an emphasis on reading with understanding. Cody makes

predictions rising from the discussion but the focus is on the events he finds interesting.
His descriptions give Danielle valuable information about Cody as a reader but she lets
him lead the way and demonstrates sincere interest in his ideas. Cody is not struggling
to read the words and Danielle reinforces his efforts and offers support only as needed.
As a result, there is a dramatic difference in Codys demeanor.

Final Reflection
Danielle views Cody as a capable member of her classroom and she is determined to
support him without excuses. Danielle has adopted a sense of urgency by making additional adjustments that will lead to Codys continued success. Cody enjoys personal time
with Danielle, but she can up the instructional ante with long-range goals.
Danielle and the special education teacher need common goals for Codys continued success. Danielle initiated Leveled Literacy Intervention (grade 2) (2008c) for
thirty minutes of daily support and Cody can select his favorite texts to revisit with
the special education teacher.
Cody needs both instructional and independent texts. Danielle asked him to be a
buddy for a first grader for independent reading and paired him with a second
grader so he can select his favorite instructional texts for familiar reading.
Danielle created a poetry folder of short humorous poems. This resource is unlimited and Cody cant check reading levels that perpetuate his narrow view.

Danielles analysis of her work and changes she is making as a result are reflected in
her form. This concrete tool highlights these changes and those she still wants to make,
such as more focused word work. The form is her road map to increasing expertise.
The thinking that accompanies the form and our reflective conversations lead to a
big win for Cody. I asked Danielle to reflect on how she now views her work with Cody.
You saw Cody gets easily discouraged when his reading breaks down. I felt I needed to have
him work through every word before moving on, but you said to pick my battles. Im more
sensitive about making this time less frustrating. Im more careful selecting books and I preview them and support the conversation so he is successful. Since you were here, Cody said
to me on several occasions I am not a level, I am a reader.

These teachers are learning to pick their battles by eliminating less effective practices and replacing them with more effective ones. In other words, they are using their
own teaching as a pathway to increasing expertise. Imagine where that path may lead as
they make additional changes. These changes ultimately benefit their students.

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24 / GOOD TO GREAT TEACHING

It is important to emphasize that Danielles choice to use high-success texts is coupled with her goal to close the gap as quickly as possible. She does not view levels as an
excuse to sit passively by and maintain the status quo. She uses levels to increase the
intensity of her teaching in order to increase that level as soon as possible. Danielle is
aware of Codys changing needs at all times and offers experiences to help him achieve
his rightful status as an amazing reader. (And yes, Cody, you are an amazing reader!)

A Final Note on Great Work

Great work is the highest level of teaching so its harder to define. I asked some of the
leading minds in literacy to help me define great work and Ill include their thoughts
throughout this book. Lets begin with Richard Allingtons description based on his exemplary teacher study (Allington 2002; Allington and Johnston 2002):
After the kids had departed, our exemplary teachers were usually fired up and
looking for someone to listen to them tell a story about something wonderful that
happened. After a full day of great work they felt happy and ready to share! When
we visited classrooms of typical teachers who taught the same grade level in the
same school, they seemed tired, worn out, and ready for a nap at the end of the day.
If they had a story to tell it was most often about a failure that day. The end of the
day for our typical teachers was more its finally over. No celebrations or happy
talk. After a full day of great work, exemplary teachers are pumped to do more
great work with kids tomorrow. (email message to author, June 9, 2011)

FIGURE 1.21 Cody is thriving because those who surround him acknowledge his status as an amazing reader. His
fifth-grade teacher, Danielle King, literacy consultant, Mary Howard, and special education teacher, Katie Gioldassis
celebrate him as a reader because they know the impact our perception has on Cody's view of himself as a learner.

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Chapter 1: Building a Common Understanding for Bad Work, Good Work, and Great Work /

Our spotlight teachers are pumped to do more great

work, as reflected by their constant stream of emails to
me celebrating their successes. They know great work
takes place in whole-class, small-group, or one-to-one
settings. They know great work is possible each minute of
each day because literacy is the thread that permeates the
day. Most of all, they know great work is active, meaningful engagement in high-success and enthusiastic literacy
for every child, every day (Allington and Gabriel 2012).
And that is within the reach of any teacher willing to
make the commitment to achieve great work. We can and
should work to achieve great work for every child, every
day. They deserve nothing less!
My personal great work journey began August 1972.
At times, Im elated by the sheer heights of my desire to
achieve great work and yet bad work still beckons. But
each inevitable bad work moment is a learning opportunity. Bad work today can be our good work or great

FIGURE 1.22 Yes, Cody, you are an amazing

reader!

work tomorrow if we adhere to Staniers Great Work

Truth #3 (2008, 18):
To do more great work, you need to make not one but two choices.
What will you say yes to?
What will you say no to?

Great work requires holding onto good ideas in a time of bad ones (Newkirk 2009).
But first, we must distinguish between good ideas and bad ideas and elevate good ideas
to great ideas. There are many things you cant control, but you can control the quality of
your work in the confines of your classroom. In the next chapter, dedicated teachers taking
control will help us explore principles to awaken great work, strategies to support great
work, and values that lay a foundation for great work. So our journey continues . . .

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