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Reading Walk-Through
1
Reading Walk-ThroughReading Walk-Through
WelcomeWelcome
IntroductionsIntroductions
Cari Miller, Cari Miller, Just Read, FLJust Read, FL
Melinda Webster, Melinda Webster, Just Read, FLJust Read, FL
Georgia Jordan, Georgia Jordan, FCRRFCRR
Terry Tanner-Smith, Terry Tanner-Smith, COICOI
August 6, 2007August 6, 2007
Leading For
Reading
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• Center on Instruction developed a K-3 Reading Walk-Through available for national use
• Just Read, Florida adapted the walkthrough to be Florida specific – Expanded to include grades 4-5– Revisions of a few walkthrough indicators– Available as an extension of the general
electronic Classroom Walk-Through available through Teachscape
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This publication was adapted by the National Center on Instruction from multiple products as shown in acknowledgments and cited in references. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; RG Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin. The contents of this Guide were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
To download a copy of this document, visit www.centeroninstruction.org
2007
Reading Walk-Through
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Organizing FrameworkOrganizing Framework
If the Shoe Fits
Walk a Mile in My Shoes
Buff, not Rebuff
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If the Shoe FitsIf the Shoe Fits
Chapter One
Reading Walk-Through Process
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RWT ObjectiveRWT ObjectiveAdministrators will adopt the goal
and apply the principles of the Reading Walk-Through: Stepping Out to Step Up K-3 Student Achievement model in their school with the intent to improve
student achievement in reading by responding to the data collected
during the RWT.
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What is a Reading What is a Reading Walk-Through?Walk-Through?
Reading Walk-Through
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Try Them on for SizeTry Them on for Size
Window Shopping
Preview the RWT Guidelines
Record your first impressions or questions
Reading Walk-Through
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What is theWhat is the goal of the RWT?goal of the RWT?
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RWT GoalRWT GoalTo ensure that
all children in America
learn to read well by the end of third grade
so they are well prepared
to achieve their
full academic potential
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How will the RWT help How will the RWT help me meet my school’s me meet my school’s
reading goals?reading goals?
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Strong Instruction Strong Instruction in Readingin Reading
==Prevention of Prevention of
Reading DifficultiesReading Difficulties
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How does the RWT fit How does the RWT fit into my school’s current into my school’s current
reading program?reading program?
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Fab 5 Reading ComponentsFab 5 Reading Components
National Institute for LiteracyNational Institute for Literacy
National Academy National Academy PressPress
American Federation of American Federation of TeachersTeachers
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Will the RWTWill the RWTcompliment our compliment our on-site PD?on-site PD?
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Professional DevelopmentProfessional Development
The idea that
what teachers know and do
will influence
what students know and do
is well substantiated
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National Staff Development CouncilNational Staff Development Council
Raise Student Performance
Raise TeacherPerformance
Strong Classroom Instruction
Prevent Reading
Difficulties
Reading Walk-Through
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How is this How is this walk-through different walk-through different
from other models?from other models?
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SBRRSBRI
RWT
EffectiveClassroomReadingInstruction
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How is the RWT How is the RWT similar to other similar to other
models?models?
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RWT Similar to CWT by….RWT Similar to CWT by….
Improved classroom instruction
Increased student learning across socioeconomic and cultural lines
Improved student discipline and student acceptance of advice and criticism
Improved teacher self-efficacy
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RWT Similar to CWT by….RWT Similar to CWT by….
Improved teacher attitudes toward teacher appraisal
Increased likelihood of enthusiastic pursuit of the school’s mission
Improved teacher perception of principal effectiveness
Improved teacher attitudes toward professional development
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Try Them on for SizeTry Them on for Size
RWT Reflections
Note your impressions on how the RWT model would work at
your school
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Try Them on for SizeTry Them on for Size
Marilyn Rahming, PrincipalPineview Elementary School
Tallahassee, Florida
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If the Shoe FitsIf the Shoe Fits
Chapter Two
Reading Walk-Through Practice
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RWT ObjectiveRWT ObjectiveAdministrators will apply their knowledge of scientifically based reading instruction (SBRI) during a RWT by determining the alignment among grade level indicators and:– Classroom Environment– Instructional Materials– Teacher Instruction– Reading Centers– Phonemic Awareness, Phonics, Fluency, Vocabulary
and Comprehension instruction
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How will theHow will theReading Reading Walk-Through Walk-Through improve my improve my understanding of understanding of reading reading instruction in my instruction in my school?school?
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Reading Walk-ThroughReading Walk-Through
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Reading Walk-ThroughReading Walk-Through
• Reading
Routine
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Reading Walk-ThroughReading Walk-Through
• Explicit Instruction
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Reading Walk-ThroughReading Walk-Through
• Academically Engaged
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Reading Walk-ThroughReading Walk-Through
• Discussion
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How do I use How do I use thetheReading Reading Walk-ThroughWalk-ThroughGuidelinesGuidelines??
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Reading Walk-Through Guidelines for First Grade Classrooms
Check asObserved
Date:___/___/___Time:___-____ Date:___/___/___Time:___-____ Date:___/___/___Time:___-____ WG: ___ SG:___ P: ___ I: ___ WG: ___ SG:___ P: ___ I: ___ WG: ___ SG:___ P: ___ I: ___
Teacher: __________________
1st
2nd
3rd
Classroom Environment Notes and Reflection Prompts
CE-1 Classroom behavior management system effectively creates a positive learning environment.
CE-2 Classroom arrangement is conducive to whole-group instruction and reading centers (teacher-led center and independent student centers).
CE-3 Daily class schedule is posted with a minimum of 90 minutes for reading instruction that includes whole-group instruction, reading centers, and additional time for intensive intervention.
CE-4 Classroom displays of student work and curriculum material reflect the current skills and concepts taught.
CE-5 Teacher interactions with students reflect warmth, encouragement, and enthusiasm.
Instructional Materials
IM-1 Teacher and student program materials (teachers’ guides, big books, letter-sound cards, decodable books, vocabulary word lists, charts, student readers, sufficient selection of texts, etc.) are accessible and organized.
IM-2 Teacher uses a variety of resources during reading instruction (wipe-off boards, overhead projectors, computers, listening centers, letter tiles, etc.).
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Indicator CategoriesIndicator Categories
• Classroom Environment
• Instructional Materials
• Teacher Instruction
• Reading Centers
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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What is the What is the RWT RWT Process? Process?
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Select grade level or classroomReview the assessment data
Determine the focus of the observation Consider the schedule for the classroom
Conduct the Reading Walk-Through
Offer reflective prompt on an instructional indicator
Walk-Through ProcessWalk-Through Process
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What is the What is the research research support for support for Classroom Classroom Environment? Environment?
(Bettencourt, Gillet, & Gall, 1983; Borg & Ascione, 1982; Bransford, Brown, & Cocking, 2000; Brown, 2004; Davis, 2003; Bruning, Schraw, Norby & Ronning, 2004; Emmer & Stough, 2001; Evertson, Emmer, & Worsham, 2003; Freiberg, 1999; Good & Brophy, 2003; Kounin, 1970; Kuhn & Dean, 2004; Maslow, 1968; Osterman, 2000; Ryans,1960; Soar & Soar, 1979)
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Classroom EnvironmentClassroom Environment
6b. Grades K-5
Classroom arrangementClassroom arrangement is conducive to whole-groupwhole-group instruction and reading centersreading centers
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Classroom EnvironmentClassroom Environment6c. Grades K-5
Daily class scheduleDaily class schedule is posted with a minimum of 90 minutes90 minutes for reading instruction that includes whole-group instruction, reading centers, and additional time for intensive intervention
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Classroom EnvironmentClassroom Environment
6b. Grades K-5
Teacher interactionsTeacher interactions with students reflect warmth, encouragement, and enthusiasm
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Try Them on for SizeTry Them on for Size
Kou Vang, Kindergarten Teacher
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What is the What is the research research support forsupport for
Instructional Instructional Materials? Materials?
(Block & Anderson, 1975; Brandt, 1990; FLDOE, 2006; Hunt, 1976, 1979; Kramer, 2003; Saphier & Gower, 1997)
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Instructional MaterialsInstructional Materials
7b. Grades K-5
Teacher uses a variety of resourcesvariety of resources during reading instruction
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Instructional MaterialsInstructional Materials
Renea McKenzie, Kindergarten TeacherVernon Elementary School
Vernon, Florida
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What is the What is the research research support forsupport for
Teacher Teacher Instruction? Instruction?
(Aldermann, 1990; Anderson & Krathwohl, 2001; Ausubel, 1977; Bransford et al., 2000; Brophy, 2004; Brophy & Evertson, 1976; Charles & Senter, 2005; Clay, 1987; Cruickshank & Kennedy, 1986; Dolezal, Welsh, Pressley, & Vincent, 2003; Graves & Bratten, 1996; Jones & Jones, 2004; McDermott, Mordell, & Stoltzfus, 2001; Mangels, Piction, & Craik, 2001; Morrison, Ross, & Kemp, 2004; Murphy, Weil, & McGreal, 1986; Pintrich & Schunk, 2002; Puntambekar & Hubscher, 2005; Rosenshine, 1087; Schraw & Lehman, 2001; Smyth, 1987; Snow & Griffin, 1998; Stipek, 2002; Taylor, Pearson, Peterson, & Rodriguez, 2003; Valenzeno, Alibali, & Klatzky, 2003; Wang, Haertel, & Walberg, 1993; Weinstein, 1998; Willis, 1993; Zahorik, 1996)
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Teacher InstructionTeacher Instruction8b. Grades K-5
Teacher implements program componentsprogram components with with fidelity fidelity
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Teacher InstructionTeacher Instruction8d. Grades K-5
Teacher uses explicit instructionexplicit instruction during whole-group instructionand at the teacher–led center
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Teacher InstructionTeacher Instruction
Molly Arntz, K TeacherMirror Lakes Elementary School
Lehigh Acres, Florida
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Teacher InstructionTeacher Instruction
When a teacher provides explicit instruction,
students do not have to guess what they should
learn
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What is the What is the research research support forsupport for
Reading Reading Centers?Centers?
(Kosanovich, Ladinsky, Nelson, & Torgesen, 2006)
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Reading CentersReading Centers9a. Grades K-5
A center management systemcenter management system indicating flexible student placement and group size is evident
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Reading CentersReading Centers
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Reading CentersReading Centers
Teachers should continually evaluate
student progress and regularly regroup
students to address their instructional needs
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Reading CentersReading Centers9d. Grades K-5
At student centersstudent centers,students are working on activities that directly build reading skillsbuild reading skills
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Reading CentersReading Centers
Each center contains meaningful, research based
activities that are a reinforcement and/or an
extension of what has already been taught
explicitly by the teacher
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Try Them on for SizeTry Them on for Size
Joan Thompson, Third GradeReynolds Lane Elementary School
Jacksonville, FL
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What is the What is the research research support forsupport forConcepts of Print Concepts of Print Instruction? Instruction?
(Barone, Mallette, & Xu, 2005; Hiebert, Pearson, Taylor, Richardson, & Paris, 1998)
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Concepts of PrintConcepts of Print10a. Grade K
Teacher identifies parts of a book,parts of a book, print on a page,print on a page, and how it is organized
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What is the What is the research research support forsupport forPhonemic Phonemic AwarenessAwarenessInstruction?Instruction?
(Blachman, 2000: Goiswami, 2000; Morris, Bloodgood, Lomax, & Perney, 2003; NICHD, 2000; Owens, 2005; Snow et al., 1998; Torgesen, 1998; Wilkinson & Silliman, 2000)
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Phonemic AwarenessPhonemic AwarenessThe National Reading Panel
Report ranked Phonemic AwarenessPhonemic Awareness
among the best predictors of early reading achievement
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Phonemic AwarenessPhonemic Awareness
11a. Grade K
Teacher usesTeacher uses oral activities oral activities that include rhyming, word playrhyming, word play and manipulationmanipulation of words, syllables, and sounds
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Phonemic AwarenessPhonemic Awareness11b. Grade K
Teacher usesengaging activities and materialsengaging activities and materialsto support instruction
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Try Them on for SizeTry Them on for Size
Kerri Coy, 1st Grade TeacherLakeview Elementary School
Conneaut, Ohio
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What is the What is the research research support forsupport for
PhonicsPhonicsInstruction? Instruction?
(Blachman, 2000; Chall, 1967; NIHD, 2000; National Reading Panel, 2000)
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PhonicsPhonics12a. Grade K11a. Grade 1
Teacher usesTeacher uses manipulatives manipulatives, such as letter tiles and Elkonin boxes,to reinforce the connectionbetween phonemes (sounds) and graphemes (letters)
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PhonicsPhonics12b. Grade K11.b Grade 110.a Grades 2-5
Teacher usesvisual aidsvisual aids as designed by the program
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PhonicsPhonics
Molly Arntz, K TeacherMirror Lakes Elementary School
Lehigh Acres, Florida
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PhonicsPhonics
Once letters are associated with specific sounds, it becomes a phonicsphonics activity
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PhonicsPhonics
Lack of Fluency
Lower
Vocabulary
Poor Decoding
Skills
Poor Comprehension
LowMotivation
Less Independent
Reading
Dependent Dependent CycleCycle
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Try Them on for SizeTry Them on for Size
Tamara Halyard, Second GradeReynolds Lane Elementary School
Jacksonville, FL
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What is the What is the research research support forsupport for
FluencyFluencyInstruction? Instruction?
(Bruning et al., 2004; Good, Wallin, Simmons, Kame’enui, & Kaminski, 2002; Hudson, Mercer, & Lane, 2000; NICH, 2000; National Institute for Literacy, 2001; Schneider & Shiffrin, 1977; Tindal, Hasbrouck, & Jones, 2005)
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FluencyFluency13a. Grade K12a. Grade 111a. Grades 2-5
Teacher models fluent readingfluent reading (i.e. speed, accuracy, and prosody) during read-aloud and shared reading activities
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FluencyFluency
Mrs. Gabaldon, Teacher
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FluencyFluency13b. Grade K12b. Grade 111b. Grades 2-5
Teacher and students are academically engaged in shared readingshared reading activities
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FluencyFluency13c. Grade K
Pre-reading Pre-reading activities are taking place in small groups in small groups with the teacher providing immediate, scaffolded feedbackscaffolded feedback
12c. Grade 111c. Grades 2-5
Oral readingOral reading takes place in whole and small groups;in whole and small groups; the teacher provides immediate, scaffolded feedback scaffolded feedback
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GRADEFall Winter Spring
DIBELS H&T AIMS DIBELS H&T AIMS DIBELS H&T AIMS
1st 27 23 25 54 53 54
2nd 55 51 55 80 72 79 100 89 94
3rd 87 71 78 101 92 97 119 107 112
50th Percentile Scores 50th Percentile Scores from Three Norming Samplesfrom Three Norming Samples
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Try Them on for SizeTry Them on for Size
Shawna Nelson, 2nd Grade TeacherChaires Elementary School
Tallahassee, Florida
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What is the What is the research research support forsupport for VocabularyVocabularyInstruction?Instruction?
(Ausubel, 1977; Beck, McKeown, & Kucan, 2002; Brophy & Good, 1986; Leinhardt, 1992; Morine-Dershimer, 1987; Ryan & Deci, 2000)
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VocabularyVocabulary14a. Grade K
Teacher contextualizes unfamiliar words contextualizes unfamiliar words in stories read orally to students byusing student-friendly explanations using student-friendly explanations
13a. Grade 112a. Grade 2-5
Teacher contextualizes unfamiliar words contextualizes unfamiliar words in stories read by using student-friendly explanationsusing student-friendly explanations
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VocabularyVocabulary
In 1st and 2nd grade, children need to learn 800+ words per year
- Beck
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VocabularyVocabulary
Children need to encounter a word about 12 times before they know it well enough to improve their comprehension -Beck
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Try Them on For SizeTry Them on For Size
Sara Shorey, 3rd Grade TeacherMonte Vista Elementary School
Santa Ana, California
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What is the What is the research research support forsupport for Comprehension Comprehension Instruction? Instruction?
Biehler & Snowman, 1990; Bruning et al., 2004; Kuhn & Dean, 2004; Meichenbaum, 1977; Paris & Paris, 2001;RAND, 2002)
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ComprehensionComprehension
15a. Grade K14a. Grade 113a. Grades 2-5
Teacher models and encourages students to make predictions about textmake predictions about text content using pictures, background knowledge, and text features
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ComprehensionComprehension
14e. Grade 113.e Grades 2-5
Teacher models and students use
graphic and semantic organizers graphic and semantic organizers to help students focus on text structures and examine relationships in text
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Try Them on for SizeTry Them on for Size
Janice Carretta, 1st Grade TeacherKelly Elementary School
Wilkinsburg, Pennsylvania
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If the Shoe FitsIf the Shoe Fits
Chapter Three
Reading Walk-Through Reflection
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RWT ObjectiveRWT ObjectiveSchool leaders will establish
a consistent message of
teacher and student support
by delivering
reflective prompts that focus on
improving practices
identified during a RWT
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• What What happens happens after leaving after leaving the the classroom?classroom?
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Multiplier EffectMultiplier Effect
• Individual Individual ReflectionReflection
• Collective Collective ReflectionReflection
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• What is What is reflective reflective practice? practice?
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Reflective PracticeReflective Practice
Benefits GainedBenefits Gained
1. Generating the opportunity for educators to focus on their practice and continuously learn how to improve
2. Increasing knowledge pool about how to improve3. Learning that comes from reflection is
immediately applicable to a teacher’s practice 4. Increasing a sense of efficacy among educators5. Strengthening relationships through a focus on
common interests
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• How do I How do I prompt prompt reflective reflective practice?practice?
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Reflective PromptReflective Prompt Pose a non-judgmental statement
or question
Deliver orally
Word in present or future tense
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Reflective PromptReflective Prompt The students were engaged in center
activities during my walk-through yesterday
I am wondering….
How will you review student How will you review student membership in your small-groups? membership in your small-groups?
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Reflective PromptReflective Prompt During my walk-through today, I noticed some students were using posted
word ladders to assist in their writing assignment
How do you determine what to How do you determine what to display in your classroom? display in your classroom?
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Try Them on for SizeTry Them on for Size
Prompt Practice
Re-Visit the Virtual Classroom
Draft a prompt for each Walk-Through in the space provided
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Try Them on for SizeTry Them on for Size
Kou Vang, Kindergarten Teacher
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• What do What do prompts prompts prompt?prompt?
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Instructional LeadershipInstructional LeadershipTeachers who feel enabled to succeed with students are more committed and
effective than those who feel unsupported in their learning and in
their practice
(Haggstrom et. al., 1988; Rosenholtz, 1989)
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•Can I Can I listen?listen?
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Reflective PracticeReflective Practice
Teachers who feel heard share more
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• How do I How do I respond?respond?
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Reflective PracticeReflective Practice
Acknowledging
Paraphrasing
Clarifying
Providing Data
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• How can How can the RWT the RWT foster a foster a community community of learners? of learners?
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Learning CommunityLearning Community Shared values and vision for students
Collective learning
Shared leadership
Supportive conditions
Shared feedback
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• How do I How do I work this work this into my into my schedule?schedule?
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Scheduling TimeScheduling TimeWith yourself and keeping
those appointments for the RWT
sends a sends a consistent messageconsistent message
to teachers about theabout the
importance of student learningimportance of student learning
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• What isWhat is
trend trend analysis?analysis?
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RWT Trend AnalysisRWT Trend AnalysisTrends over time
Trends by teachersTrends by grade levelTrends by indicator Trends by category
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• Why is Why is
trend trend analysis analysis
important?important?
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Trend AnalysisTrend Analysis
First Hand ReviewFirst Hand Review
Resource Allocation
Professional Development Application
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Try Them on for SizeTry Them on for Size
Follow-Up
Orient school to RWTConduct RWTs
Practice ReflectionIdentify Trends
Prepare for Discussion
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Florida-Specific Elementary Reading Walkthrough– Hard copy of the Reading Walk-Through
indicators will be released in August– Electronic copy through Teachscape will be
available early August– Professional development will be provided on the
electronic version of the Elementary Reading Walk-Through starting in Fall, 2007
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“We can, whenever and wherever we choose,
successfully teach all children to read. We already have reams of research, hundreds of successful programs,
and thousands of effective schools to show us the way.
Whether or not we do it must finally depend on how we feel
about the fact that we haven’t so far.”
(McEwan, 1998).