Transcript Slide 1

Reading Walk-Through
Welcome
Introductions
Leading
For
Reading
Cari Miller, Just Read, FL
Melinda Webster, Just Read, FL
Georgia Jordan, FCRR
Terry Tanner-Smith, COI
August 6, 2007
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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 Framework
If the Shoe Fits
Walk a Mile in My Shoes
Buff, not Rebuff
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If the Shoe Fits
Chapter One
Reading Walk-Through
Process
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RWT Objective
Administrators 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
Walk-Through?
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Try Them on for Size
Window Shopping
Preview the RWT Guidelines
Record your first impressions
or questions
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What is the
goal of the RWT?
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RWT Goal
To 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
me meet my school’s
reading goals?
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Strong Instruction
in Reading
=
Prevention of
Reading Difficulties
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How does the RWT fit
into my school’s current
reading program?
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Fab 5 Reading Components
National Academy Press
American Federation of Teachers
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National Institute for Literacy
14
Will the RWT
compliment our
on-site PD?
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Professional 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 Council
Strong
Classroom
Instruction
Raise Teacher
Performance
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Raise Student
Performance
Prevent
Reading
Difficulties
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How is this
walk-through different
from other models?
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RWT
Effective
Classroom
Reading
Instruction
SBRR
SBRI
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How is the RWT
similar to other
models?
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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….
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 Size
RWT Reflections
Note your impressions on how
the RWT model would work at
your school
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Try Them on for Size
Marilyn Rahming, Principal
Pineview Elementary School
Tallahassee, Florida
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If the Shoe Fits
Chapter Two
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Practice
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RWT Objective
Administrators 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 the
Reading
Walk-Through
improve my
understanding of
reading
instruction in my
school?
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Reading Walk-Through
• Reading
Routine
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Reading Walk-Through
• Explicit
Instruction
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• Academically
Engaged
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• Discussion
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How do I use
the
Reading
Walk-Through
Guidelines?
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Reading Walk-Through Guidelines for First Grade Classrooms
Check as
Observed
1
s
t
2
nd
Date:___/___/___Time:___-____
WG: ___ SG:___ P: ___ I: ___
3
rd
Date:___/___/___Time:___-____
WG: ___ SG:___ P: ___ I: ___
Date:___/___/___Time:___-____
WG: ___ SG:___ P: ___ I: ___
Classroom Environment
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.
Teacher:
__________________
Notes and Reflection Prompts
Instructional Materials
IM-1
IM-2
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.
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 Categories
• Classroom
Environment
• Instructional
Materials
• Teacher
Instruction
• Reading
Centers
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• Phonemic
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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What is the
RWT
Process?
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Walk-Through Process
Select grade level or classroom
Review 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
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What is the
research
support for
Classroom
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 Environment
6b.
Grades K-5
Classroom arrangement is
conducive to whole-group instruction
and reading centers
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Classroom Environment
6c.
Grades K-5
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
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Classroom Environment
6b.
Grades K-5
Teacher interactions
with students reflect
warmth, encouragement,
and enthusiasm
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Try Them on for Size
Kou Vang, Kindergarten Teacher
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What is the
research
support for
Instructional
Materials?
(Block & Anderson, 1975; Brandt, 1990; FLDOE, 2006; Hunt, 1976, 1979; Kramer, 2003;
Saphier & Gower, 1997)
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Instructional Materials
7b.
Grades K-5
Teacher uses a
variety of resources
during reading instruction
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Instructional Materials
Renea McKenzie, Kindergarten Teacher
Reading Walk-Through
Vernon Elementary School
Vernon, Florida
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What is the
research
support for
Teacher
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 Instruction
8b.
Grades K-5
Teacher implements
program components
with fidelity
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Teacher Instruction
8d.
Grades K-5
Teacher uses explicit instruction
during whole-group instruction
and at the teacher–led center
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Teacher Instruction
Molly Arntz, K Teacher
Mirror Lakes Elementary School
Lehigh Acres, Florida
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Teacher Instruction
When a teacher provides
explicit instruction,
students do not have to
guess what they should
learn
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What is the
research
support for
Reading
Centers?
(Kosanovich, Ladinsky, Nelson, & Torgesen, 2006)
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Reading Centers
9a.
Grades K-5
A center management system
indicating flexible student placement
and group size is evident
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Reading Centers
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Reading Centers
Teachers should
continually evaluate
student progress and
regularly regroup
students to address their
instructional needs
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Reading Centers
9d.
Grades K-5
At student centers,
students are working on activities that
directly build reading skills
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Reading 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 Size
Joan Thompson, Third Grade
Reading Walk-Through
Reynolds Lane Elementary School
Jacksonville, FL
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What is the
research
support for
Concepts of Print
Instruction?
(Barone, Mallette, & Xu, 2005; Hiebert, Pearson, Taylor, Richardson, & Paris, 1998)
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Concepts of Print
10a.
Grade K
Teacher identifies
parts of a book,
print on a page,
and how it is organized
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What is the
research
support for
Phonemic
Awareness
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 Awareness
The National Reading Panel
Report ranked
Phonemic Awareness
among the best predictors of
early reading achievement
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Phonemic Awareness
11a.
Grade K
Teacher uses
oral activities that include
rhyming, word play and manipulation
of words, syllables, and sounds
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Phonemic Awareness
11b.
Grade K
Teacher uses
engaging activities and materials
to support instruction
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Try Them on for Size
Kerri Coy, 1st Grade Teacher
Reading Walk-Through
Lakeview Elementary School
Conneaut, Ohio
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What is the
research
support for
Phonics
Instruction?
(Blachman, 2000; Chall, 1967; NIHD, 2000; National Reading Panel, 2000)
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Phonics
12a.
11a.
Grade K
Grade 1
Teacher uses manipulatives,
such as letter tiles and
Elkonin boxes,
to reinforce the connection
between phonemes (sounds) and
graphemes (letters)
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Phonics
12b.
11.b
10.a
Grade K
Grade 1
Grades 2-5
Teacher uses
visual aids
as designed by the program
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Phonics
Reading Walk-Through
Molly Arntz, K Teacher
Mirror Lakes Elementary School
Lehigh Acres, Florida
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Phonics
Once letters are
associated with
specific sounds, it
becomes a
phonics activity
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Phonics
Poor
Decoding
Skills
Lack of
Fluency
Dependent
Cycle
Lower
Vocabulary
Less
Independent
Reading
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Poor
Comprehension
Low
Motivation
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Try Them on for Size
Tamara Halyard, Second Grade
Reading Walk-Through
Reynolds Lane Elementary School
Jacksonville, FL
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What is the
research
support for
Fluency
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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Fluency
13a.
12a.
11a.
Grade K
Grade 1
Grades 2-5
Teacher models fluent reading
(i.e. speed, accuracy, and prosody)
during read-aloud and
shared reading activities
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Fluency
Mrs. Gabaldon, Teacher
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Fluency
13b.
12b.
11b.
Grade K
Grade 1
Grades 2-5
Teacher and students are
academically engaged in
shared reading activities
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Fluency
13c.
Grade K
Pre-reading activities are taking place in small groups
with the teacher providing immediate,
scaffolded feedback
12c.
11c.
Grade 1
Grades 2-5
Oral reading takes place in whole and small groups;
the teacher provides immediate,
scaffolded feedback
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50th Percentile Scores
from Three Norming Samples
Fall
GRADE
DIBELS
H&T
Winter
AIMS
1st
DIBELS
H&T
AIMS
DIBELS
H&T
AIMS
27
23
25
54
53
54
80
72
79 100 89
94
2nd
55
51
55
3rd
87
71
78 101 92
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Spring
97 119 107 112
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Try Them on for Size
Shawna Nelson, 2nd Grade Teacher
Reading Walk-Through
Chaires Elementary School
Tallahassee, Florida
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What is the
research
support for
Vocabulary
Instruction?
(Ausubel, 1977; Beck, McKeown, & Kucan, 2002; Brophy & Good, 1986; Leinhardt, 1992;
Morine-Dershimer, 1987; Ryan & Deci, 2000)
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Vocabulary
14a.
Grade K
Teacher contextualizes unfamiliar words
in stories read orally to students by
using student-friendly explanations
13a.
12a.
Grade 1
Grade 2-5
Teacher contextualizes unfamiliar words
in stories read
by using student-friendly explanations
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Vocabulary
In 1st and 2nd grade,
children need to learn
800+ words per year
- Beck
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Vocabulary
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 Size
Reading Walk-Through
Sara Shorey, 3rd Grade Teacher
Monte Vista Elementary School
Santa Ana, California
83
What is the
research
support for
Comprehension
Instruction?
Biehler & Snowman, 1990; Bruning et al., 2004; Kuhn & Dean, 2004; Meichenbaum, 1977;
Paris & Paris, 2001;RAND, 2002)
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Comprehension
15a.
14a.
13a.
Grade K
Grade 1
Grades 2-5
Teacher models and
encourages students to
make predictions about text
content using pictures, background
knowledge, and text features
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Comprehension
14e.
13.e
Grade 1
Grades 2-5
Teacher models and students use
graphic and semantic organizers
to help students focus on text
structures and examine
relationships in text
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Try Them on for Size
Janice Carretta, 1st Grade Teacher
Reading Walk-Through
Kelly Elementary School
Wilkinsburg, Pennsylvania
87
If the Shoe Fits
Chapter Three
Reading Walk-Through
Reflection
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RWT Objective
School 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
happens
after leaving
the
classroom?
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Multiplier Effect
• Individual
Reflection
• Collective
Reflection
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• What is
reflective
practice?
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Reflective Practice
Benefits 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 improve
3. Learning that comes from reflection is
immediately applicable to a teacher’s practice
4. Increasing a sense of efficacy among educators
5. Strengthening relationships through a focus on
common interests
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• How do I
prompt
reflective
practice?
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Reflective Prompt
Pose a non-judgmental statement
or question
Deliver orally
Word in present or future tense
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Reflective Prompt
The students were engaged in center
activities during my walk-through
yesterday
I am wondering….
How will you review student
membership in your small-groups?
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Reflective 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
display in your classroom?
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Try 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 Size
Kou Vang, Kindergarten Teacher
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• What do
prompts
prompt?
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Instructional Leadership
Teachers 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
listen?
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Reflective Practice
Teachers who
feel heard
share more
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•How do I
respond?
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Reflective Practice
Acknowledging
Paraphrasing
Clarifying
Providing Data
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• How can
the RWT
foster a
community
of learners?
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Learning Community
Shared values and vision for students
Collective learning
Shared leadership
Supportive conditions
Shared feedback
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• How do I
work this
into my
schedule?
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Scheduling Time
With yourself and keeping
those appointments
for the RWT
sends a
consistent message
to teachers
about the
importance of student learning
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• What is
trend
analysis?
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RWT Trend Analysis
Trends over time
Trends by teachers
Trends by grade level
Trends by indicator
Trends by category
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• Why is
trend
analysis
important?
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Trend Analysis
First Hand Review
Resource Allocation
Professional Development
Application
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Try Them on for Size
Follow-Up
Orient school to RWT
Conduct RWTs
Practice Reflection
Identify 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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