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The Principal’s Reading Walk-Through: K-3
Orientation
This publication was adapted by the 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; Instructional Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk 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
2008
Introduction to the Principal’s Introduction to the Principal’s Reading Walk-Through: K-3Reading Walk-Through: K-3
National Reading Panel: High quality instruction during
the early school years can prevent reading difficulties for
many children.
Five Components of ReadingFive Components of Reading
Phonemic awarenessPhonicsFluency
VocabularyComprehension
A A Principal’s Reading Walk-Principal’s Reading Walk-Through (PRWT)Through (PRWT) is not an is not an
evaluation. evaluation.
A Principal’s Reading Walk-Through is a systematic way to collect real-time teaching
and learning data.
Reading Walk-Through Checklist for 1st Grade Classrooms
Everyone can learn from objective comments about their practice.
The point is to observe instruction, take notes,
and open dialogue.
Reading Walk-through Categories
Classroom Environment CEInstructional Materials IMTeacher Instruction TIReading Centers RCPhonemic Awareness PAPhonics PFluency FVocabulary VComprehension C
Classroom Environment
Instructional Materials
Teacher Instruction
When a teacher provides explicit instruction, students
don’t have to guess what they should learn.
Reading Centers
Each center offers meaningful, research-based activities that reinforce or extend what the teacher has already taught
explicitly.
Concepts of Print
Awareness that print carries a message,
directionality, differences between letters and words, distinctions between upper
and lower case, punctuation, etc.
Phonemic Awareness
The ability to hear and manipulate the individual
sounds in words.
Phonics
The relationship between graphemes (letters) and the
phonemes (sounds) they represent.
Fluency includes both Fluency includes both automaticityautomaticity (accuracy and (accuracy and
speed) and speed) and prosodyprosody (appropriate expression and (appropriate expression and
phrasing).phrasing).
Fluency
To develop strong vocabularies, 1st and 2nd
graders need to learn more than 800 words a year—about
two words a day. (Nagy & Anderson, 1984; Beck, 2002)
Vocabulary
ComprehensionComprehension
Comprehension rests on metacognition—an
awareness of one’s thinking and understanding: Does it
make sense?
After the Reading Walk-Through, the principal
offers his or her feedback.
Observation and reflective practice support a school’s
evolution into a professional learning community.
Teachers who feel enabled to succeed with students are
more committed and effective than those who feel
unsupported in their teaching and in their practice.
Students experience academic gains in math, science, history,
and reading.
The Principal’s Reading Walk-Through helps track trends—
• over time,• by teachers,• by grade level,• by indicator,• by category.