Reading Walk-Throughs that You Can Do Jo Robinson & Mo Anderson © 2008.

Reading Walk-Throughs that You Can Do

Jo Robinson & Mo Anderson

© 2008

Oregon K-12 Literacy Frameworkand

K-3 Statewide Outreach• This framework is designed to provide teachers, administrators, parents, and

other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.

• As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.

• This framework is organized around the following components:

• Goals (Module 1)

• Assessment (Modules 1, 2, and 3)

• Instruction (Modules 1, 4, 5, and 6)

• Leadership (Module 7)

• Professional Development (All Modules)

• Commitment

For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

Today’s Session

Oregon Beacon Schools

• The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:

• Humboldt Elementary (Portland)

• Jefferson Elementary (Medford)

• Lincoln Street Elementary (Hillsboro)

• Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.

• Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

My Job

Increase Reading Achievement1. Assess

Find why is data not improving

Name ineffective behaviors of coach and teacher

2. Push change toward effective instruction Pick starting points for change

Teach = Get the principal, coach and teachers to change to

effective behaviors

3. Teach Coach the teachers to teach effectively

Assess Whole Reading System

Program Delivery

Core program

Intervention programs

Walk-throughs

Data analysis Attend grade level data meeting

Look at data displays

Look at PM booklets

Coaching In-and-out coaching

Watch demonstration lessons

Walk-through coached rooms

Leadership Walk-through bottom line rooms

CoachDistrict Principal

1. Assess program delivery

2. Teach program delivery to coaches and teachers

Teach coaching and leadership

3. Target work

Purpose of Walk-Throughs

1. Assess program delivery• Name the problems of poor implementers• Draft individual and grade level targets

• Find superior implementers for models


2. Teach program delivery to teachers (Show and Tell)• Tell = Give verbal feedback• Show = Model

Teach coaching and leadership (Show and tell)

o How to observe delivery in Walk-throughso How to give delivery feedbacko How to modelo How to follow up on current targets and set new ones


3. Target work

• Feedback, modeling on current targets • Creation of additional clear targets


Diagnostic Alignment

• Clear target set, explained, posted (if not personal target)

• Target modeled at staff meetings, grade level meetings

• Principal says “I want to see……”• Coach demonstrates and coaches on target• Target becomes “Look-for” in Walk-Through• Principal, and coach give feedback and

modeling on target during walk-through• Targets adjusted for next visit

•CONNECT

•CONNECT

•CONNECT

Assess

Teach

Assess

Intervene

5 “Mores”

• More explicit/direct instruction

• More modeling

• More practice with…

• More feedback

• More time

I do it.

We do it.

You do it.

I do. (I show you how I mark the walk-through form.)

We do.(We mark the walk-through form together.)

You do.

(You mark the walk-through form.)

I do. (I show you how I give verbal feedback.)

We do.(We give verbal feedback together.)

You do.

(You give verbal feedback.)

B=Before/Background Information

• Trainings the teacher attended

• Current targets for grade level or teacher

• Previous observations

• Year using program

• Special situations

E= Engagement of Students

First, look at what the students are engaged in.

• Circle that behavior on the checklist

• Record the ratio of students actively participating in each reading behavior/activity

• Check engagement of:– Small group Example: 4/5– Whole group Example: 11/21– Independent work/centers Example: 4/4 2/4 3/4

E = ENGAGEMENT of students in reading tasks

Wh Sm Phonemic Awareness:-Students orally or physically manipulating sounds and words

Phonics:

-Students engaged in reading: letters/sounds, sounding out, smooth blending, segmenting, sight words

-Students writing related to phonics: dictation, sight words, word families sentences

Fluency:-Students reading text orally, chorally, in partners, individually

(re-reading, reading to match tape or into “phone”, Readers’ Theater, fluency programs)

Comprehension: (Level: literal or inferential)

-Students answering comprehension questions as reading, or at teacher read aloud in K and 1st

-Students generating questions (L or I)

-Students telling partners or tablemates answers (L or I)

-Students writing responses to text or correcting written responses to text

-Students writing on graphic organizers

-Students naming and using comprehension strategies

Vocabulary:-Students engaged answering vocabulary questions, talking about word meanings, using vocabulary words orally

-Students writing –using vocabulary words or processing meaning, using ELL strategies

20/27

T=Teaching reading directly

Next, look at the teaching behaviors• What component of reading is the teacher

teaching?• Is the teacher explaining with modeling,

monitoring, providing practice, giving feedback or reteaching a reading skill or strategy?

• Circle that teaching behavior on the checklist

T = TEACHING directlyPHONEMIC AWARENESS: Modeling or directly teaching sound manipulation, discrimination, rhyming

PHONICS:

Modeling or directly teaching decoding, blending & segmenting, sight words, multi-syllabics

FLUENCY:

Modeling and explaining accuracy, expression and rate, correcting errors COMPREHENSION:

-Modeling and explaining reading strategies; ELL strategies, predict, compare/contrast, summarize, clarify, question, make connections, “Look-back”, graphic organizers, meta-cognition-Activating prior knowledge or giving background information -Leading a read/discuss/read/discuss cycle

-Asking high level comprehension questions

-Responding to student discussion to increase comprehension or language

VOCABULARY:

-Teaching word meanings, word parts, multiple exposures and processing

-Using ELL strategies

RETEACHING: teaching more based on responses or data

“look back” again, more explicit directions, more practice, explanation, directed discussion, explicit demonstration, different modeling, graphic organizers, ELL vocabulary strategies, multi-syllabic decoding, blending

T = TEACHING directlyPHONEMIC AWARENESS: Modeling or directly teaching sound manipulation, discrimination, rhyming

PHONICS:

Modeling or directly teaching decoding, blending & segmenting, sight words, multi-syllabics

FLUENCY:

Modeling and explaining accuracy, expression and rate, correcting errors COMPREHENSION:

-Modeling and explaining reading strategies; ELL strategies, predict, compare/contrast, summarize, clarify, question, make connections, “Look-back”, graphic organizers, meta

cognition -Activating prior knowledge or giving background information -Leading a read/discuss/read/discuss cycle

-Asking high level comprehension questions

-Responding to student discussion to increase comprehension or language

VOCABULARY:

-Teaching word meanings, word parts, multiple exposures and processing

-Using ELL strategies

RETEACHING: teaching more based on responses or data

“look back” again, more explicit directions, more practice, explanation, directed discussion, explicit demonstration, different modeling, graphic organizers, ELL vocabulary strategies, multi-syllabic decoding, blending

T=Time used efficiently

• Next, look at:– pace and efficiency of the teacher presenting

and providing feedback and practice– efficiency of the reading routines– organization of centers and independent work

T = TIME used efficiently

Students enter and work on reading immediately.

Reading routines/procedures previously taught: Centers/Independent work routines previously taught: Students move to reading activities quickly -Students know how to do each center

-Students transition fast from activity to activity -Students move from center to center quickly -Students start all reading tasks immediately -Students start center tasks immediately -Oral reading and correction procedures used -Students finish center tasks with quality

Teacher has perky pace through transitions, explanations, direct instruction, & questions, uses think time

Students answer simple questions chorally, and higher level questions to partners

Teacher handles misbehavior appropriately and quickly

E=Environment supports reading

• Now look at the classroom– use of posted reading information

• Word walls• Program sound/alphabet cards• Vocabulary with student friendly definitions, pictures

readiness of materials for groups and centers

– organization of centers and independent work

E = ENVIRONMENT supports readingRoom is print rich: (Scan room for evidence of use by teacher or students) vocabulary posted with student friendly definitions and pictures, word wall, alphabet/sound cards,

concept board, classroom library, graphic organizers, strategy posters, objectives

Visible celebrations or displays of student success in reading: scores/work posted

Appropriate reading using computer technology

Teacher and students have texts, papers, pencils, materials needed for reading work Rich classroom library in use

Room and furniture organization promotes reading instruction

R= Results and use of data

• Now look at how reading data is used:– Any collection of or reference to data– Teacher monitoring student work– Teacher adjusting instruction based on

monitoring and or data• Error correction• Reteaching• Adding practice• Adding intervention

R = RESULTS and use of data

Sm Wh Teacher: instruction is based on data Students:-Monitors student reading and responses, corrects errors -Refer to own data/progress -Adjusts pace, instruction, grouping based on responses (reteaches) -Refer to grade level expectations

-Provides immediate/additional feedback/intervention -Monitor own work, self-correct-Records progress in an accessible manner -Adjust work pace or product

Back of Walk-Through FormKeepers:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Polishers:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Next time, I will be looking for these!

Note: Always keep current targets in mind as you select Keepers and Polishers

Using Classroom Observation Form

1. Use the concepts from memory2. Use ratios - 12/223. Use checks4. Use descriptors to leave “You statements”5. Circle what you saw

Students reading text orally

All seat work and centers are directly related to the reading program

Students answering comprehension questions

Students enter and begin reading work immediately

I do. (I show you how I fill out the Walk-

Through form.)

We do.(We fill out the Walk-Through form

together.)

You do.

(You fill out the Walk-Through form .)

In-and-Out Coaching

• Coach and principal enter a reading class together and observe using a checklist

• They exit and decide on “keepers” and “polishers” using the checklist

• One returns to class to sub for the teacher• One talks with the teacher in the hall about “keepers”

and “polishers.”• If possible, the person who is subbing tries to model the

“polisher” so that when the teachers returns she can see it in action.

• Teacher and feedback giver return to class to watch the demonstration with whisper coaching.

Huck – West Ed

2. Teach program delivery to teachers (Show and Tell)• Tell = Give verbal feedback• Show = Model

Teach coaching and leadership (Show and tell)

o How to observe delivery in Walk-throughso How to give delivery feedbacko How to modelo How to follow up on current targets and set new ones


Give “Keepers”:• Verbally in hallway during “In-and-Out” coaching• Verbally encourage and appreciate small steps

toward current targets with specific “You…..” statements.

• Verbally encourage other effective implementation• Try for 3-1 ratio

3 Keepers

1 Polisher

Teach the teacher =Give explicit feedback

Give “Polisher”:• Verbally give the next small step during “In-and-

Out” coaching

Note: Later in the day, common “polishers” may

become grade level targets and personal

“polishers” may become personal targets

Teach the teacher =Give explicit feedback

Check to see how your feedback was

processed:

1. “Help me know if my feedback is working. Please tell me what you heard were keepers in this walk-through.”

• Note: Many teachers will forget the Keepers and go right to the Polisher. Repeat the Keepers and ask this again.

Monitor your feedback

Model what you want to see

• Show exactly what you want for the Polisher– Give mock demonstration in the hallway– Give examples and non-examples– Take back to see coach demonstrating with

that class– Take to see another room with the Polisher in

place– Make a date for coach to demonstrate or take

to see another room with the Polisher in place

DNA

ecide what you want

otice even approximations

ppreciate ASAP

D = Decide what you want

Current grade level or personal targets

Engagement

Perky Pace

Connected independent work

Sufficient practice

N = Notice even approximations

Small steps toward complete targetAttempts

A =Appreciate/acknowledge

Use a “You statement” or a statement of fact.Be as specific and detailed as possible.

“You……………………”

Examples of Specific “You Statements” “You had your teachers guide in your lap and referred

to it 5 times.”

“You had 5/5 engaged in oral reading through-out the

small group time.”

“You had 5/6 students at the vocabulary center

completing a word log on this week’s vocabulary which

had ELL strategies.”

“You provided 4 opportunities to re-read the page.”

Examples of Specific “You Statements” for Teachers

“You had all 3 groups working on reading tasks in 60

seconds.”

“You taught the low group how to use a BINGO game that

provided the exact sight word practice they needed.”

“You alternated between choral reading and individual

turns which allowed you to monitor and correct each child’s

reading.”

Excellent engagement at connected centers

Excellent small reading group pacing

Excellent fluency boostingwithin the reading program

Excellent infusion of ELL strategies within the reading program

Efficient routines during the 90 minutes

Excellent monthly data analysis meetings leading to changes in instruction and intervention

3. Target work

• Feedback, modeling on current targets • Creation of additional clear targets


Post Targets

• Email a PowerPoint of the targets to the teachers

• Ask the teachers to put all the grade level targets up in their rooms.

First Grade Goals for March-June

• Model smooth segmenting and fluent sentence reading after students read then ask for re-reading. (Read behind)

• Provide group and individual turns reading.• Monitor and correct individual turns.• Use the alphabet wall cards provided by the

program. Teach students to reference them.

Kindergarten Goals for March-June

• Model segmenting and blending daily.• Make or find, then implement learning centers

that connect to reading program targets for the week.

• When engaging student responses, monitor and give feedback to ensure that all respond.

Kindergarten Reading Targets Oct. 20, 2006

1. Remove the added sound of “Uh” at the end of all sounds like /d/, /p/, /h/

2. Progress monitor one student a day in DIBELS. Start with those with the lowest scorers on the fall screening.

3. Correct Road to the Code mistakes with “ My turn” then modeling exactly how to do the task on the child’s board. Then say “Your turn”

4. Complete Road to the Code by end of October.

5. In centers, emphasize completion and accuracy by students.

6. Continue strong alignment of centers to recent Harcourt lessons.

7. Continue efficient transitions to centers and small group instruction.

1st Grade Reading Targets Oct. 20, 2006

1. Diagnose Den and Brenda- Start them on Road to the Code by October 23rd

2. Use Road to the Code pictures with intensives and strategics who still cannot segment

3. Keep all benchmark students at benchmark – continued emphasis on reading connected text.

4. Maximize engagement – no volunteers, perky pacing, feedback and accountability for all students.

2nd Grade Reading Targets Oct. 20,

2006

1. Make all Read Well centers as challenging as the students can handle. Many need sentence and connected text work along with word work now. Single word work is not enough.

2. Try “whoing” and “whating” with fluent students who cannot recall what they have read.

3. Get all students to answer all comprehension questions in complete sentences. Provide sentence starters until students do this independently. Put up teacher triggers to help you acquire this teaching skill.

4. Keep all benchmark students at benchmark by providing more turns to read orally. Pay particular attention to low benchmark students.

3rd Grade Reading Targets Oct. 20, 2006

1. Finish the whole group part of Harcourt in 45 minutes.

2. Run 3 small reading groups every day.3. Consistently use sentence starters for all

comprehension questions.4. Revise Harcourt assessments to more strongly

align with AIMS questions.• Mark bubble in questions as (L) Literal or (I) Inferential• Make overheads of the weekly test and have students

read the inferential questions in unison then help them figure out how to think about and find the answers.

5. Re do your strategic and benchmark groups for correct placement

REWARDS Targets Oct. 20, 2006

1. Use an intervention only for students who need it.

2. Assess & regroup for correct placement.

3. For students not needing REWARDS– fluency & comprehension boosting with an emphasis on expression, rate, and summarizing.

4. Teach REWARDS to mastery.

5. Careful monitoring of student work with feedback; All written work being correct (including spelling).

6. 100% student engagement: watch for student oral responses (look up from overhead/TE), check every student’s work (move, look, move, look, etc.); use of “dot” (monitoring correct responses) and “flag” (maintaining place in TE) strategies; check student signals and make correct responses mandatory.

Reading Walk-Throughs that You Can Do Jo Robinson & Mo Anderson © 2008.

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