Reading Walk-Through1 WelcomeIntroductions Cari Miller, Just Read, FL Melinda Webster, Just Read, FL...

Reading Walk-Through

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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


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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?


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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


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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


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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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RWT Reflections

Note your impressions on how the RWT model would work at

your school


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Marilyn Rahming, PrincipalPineview Elementary School

Tallahassee, Florida


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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

Routine


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• Explicit Instruction


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• Academically Engaged


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• 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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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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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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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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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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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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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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Kerri Coy, 1st Grade TeacherLakeview Elementary School

Conneaut, Ohio


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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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Tamara Halyard, Second GradeReynolds Lane Elementary School

Jacksonville, FL


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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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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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Janice Carretta, 1st Grade TeacherKelly Elementary School

Wilkinsburg, Pennsylvania


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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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Prompt Practice

Re-Visit the Virtual Classroom

Draft a prompt for each Walk-Through in the space provided


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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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Teachers who feel heard share more


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• How do I How do I respond?respond?


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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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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).

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