This document outlines Hartsburg-Emden School District #21's journey toward implementing an authentic literacy program. It discusses moving away from atomized, part-whole instruction toward student-centered classrooms focused on voracious reading, purposeful writing, and discussion. Teachers report changes in their thinking about reading instruction and giving up control. Since implementing the new approach, the district saw its highest ISAT scores in five years, with a 10% gain in reading. Goals for 2014-2015 include further developing the literacy program.

1. 10/1/2014
1
No More Excuses ~ One
District’s Journey Into
Authentic Literacy
Christy Moore, Literacy Specialist
Dana Simmers, Title I Director
Hartsburg-Emden #21
Who Are We??????
Contact Information
 Christy Moore Literacy Specialist/Consultant
blog.authenticliteracy.com/
christy@authenticliteracy.com
 Dana Simmers Title I Director
Hartsburg-Emden #21
dsimmers@hartem.org
Status Quo
“Status quo, you know, that
is Latin for the mess we’re
in.”
~Ronald Reagan

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Say No to the Status Quo
“Dissatisfaction with the status
quo does not mean having a
negative attitude or grumbling.
It has to do with a willingness to
be different and to take risks.”
~John Maxwell
Developing the Leaders Around You
Taking Risks
“Risk seems dangerous to many
people because they are more
comfortable with the old
problems versus what it takes to
come up with new solutions.”
~John Maxwell
Developing the Leaders Around You
Change
“Change is difficult for most of us,
especially when the change is
unexpected and pushes the
boundaries of our comfort zones.”
~Regie Routman
Read, Write, Lead (2014)

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Why Authentic Literacy?
Creating Thinkers, not Memorizers
“The future of our society
depends on a literate populace ~
a culture of learners who understand
how to solve problems, seek
solutions, communicate effectively,
and construct meaning.”
~Dr. Linda Dorn
Interventions That Work (2012)
“Reading, writing, and discussion – these
three – are the foundation for a well-equipped mind:
the key to equity, access, and economic
opportunity…We need to begin making the case that
these activities truly prepare students for every
aspect of life, for the life of the mind-and for civic
participation, which may be literacy’s highest good.”
Mike Schmoker (2006), Results Now
Part to Whole???? Whole to Part
“In fact, a part to whole approach
with its emphasis on isolated pieces
is one of the three most significant,
research-based factors that hold
students back and keeps schools
low-performing.”
~Regie Routman
Read, Write, Lead

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Three Factors that Hold Students Back
1. Atomization (teaching parts in
isolation)
2. Adults’ low expectations
3. Low sense of efficacy (Not believing
you can accomplish something)
~Regie Routman
Read, Write, Lead
Where Is Hartem??????
Instruction
To improve academic outcomes for
students we must improve
instruction. We improve instruction
through meaningful professional
development and teacher
collaboration.
Paraphrased from Mike Schmoker, Results
Now (2006)

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Professional Books –
Read and Discuss
 Results Now ~ Mike Schmoker
 Interventions That Work ~ Dorn and Soffos
 Teaching for Deep Comprehension~Dorn and
Soffos
 Daily 5 ~ Boushey and Moser
 Cafe’ ~ Boushey and Moser
 Focus ~Mike Schmoker
 Write Like This ~Kelly Gallagher
 Wondrous Words ~ Katie Wood Ray
 Engaging Young Writers ~ Matt Glover
 Read Write Lead ~Reggie Routman
 Various Articles ~ Richard Allington, Dave Stuart,
Peter Johnston
Student Centered Classrooms
~Read – voraciously
~Write – purposefully
~Discuss - to clarify
and negotiate meaning
Need for Reading
“It should seem clear to anyone who examines
the issue that reading is not responding to
flashcards, nor is it filling in blanks, marking
vowel values, or responding to graphemes
presented in isolation. Reading ability is not
necessarily facilitated by nor does it necessarily
require the ability to perform the above acts. To
develop the ability to read fluently
requires the opportunity to read—a
simple rule of thumb.”
Dr. Richard Allington
University of Tennessee

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Voracious Reading…even in
Kindergarten!
"Literacy really is for
everyone. It has
opened my eyes to the
amount that
kindergarten students
can achieve. The way
they read, write, and
discuss is amazing
when they are doing it
consistently.”
Kindergarten Teacher
Reading Empowers Students
 http://youtu.be/_p_DSXzt07M
“Since implementation of
our authentic literacy
program, my complete way
of thinking about reading
instruction has
changed. Before class time
was 75% teacher led
followed by some time left
to actually read and work
with students on a larger-
group basis. Now…I see the
need for a more student
centered classroom!”
Second Grade Teacher

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“I cannot think of anything more professionally
rewarding or fulfilling that being able to use the $5,000
grant I applied for and received to purchase author
studies, book/cd combos, leveled reading and other
materials to support the Emden Elementary Authentic
Literacy initiative.” School Librarian
Writing – Annotate, Research,
Reflect
Word Work and Book Making

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“It has changed my need for control. In
reading and writing, I have learned to
give up my control and let the classroom
get messy in order to reach each
student.” First Grade Teacher
On the Road
to Success! •Establish workshop approach
•Use proven CIM interventions
•Schedule for voracious reading,
writing, and discussing
•Map CCSS (in progress)
•Align assessments (in progress)
•Unit Planning (early stages)
•Use data to drive instruction (create
data wall)
Discussing

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On the Path to Success
In 2014, Hartsburg-Emden had the
highest overall ISAT scores that they
had received in the past five years
for both reading and math. This
included a 10% gain in reading
scores from the previous year!
2014-2015 Goals
 Schedule for literacy (create longer literacy blocks)
 Complete mapping of ELA Common Core State Standards
Grades K-8
 Continue mapping ELA Common Core State Standards
Grades 9-12 (ongoing)
 Continue to create and refine ELA unit plans Grades K-12
 Purchase books needed for reading instruction
 Create a leveled library for Guided Reading/Literature Discussion
Groups
 Create a data wall to observe and plan for reading instruction
 Establish Team Meetings to use data to drive classroom instruction
and interventions
 Create Professional Learning Communities (PLC)
 Professional Book Studies with staff (rotating between groups and
areas of instruction)
 Refine Reading Instruction K-12 (ongoing)
 Focus on establishing Writer’s Workshop K-8 (ongoing)
 Continue to refine Writer’s Workshop 9-12 ELA (ongoing)