ERIC Number: ED539004
Record Type: Non-Journal
Publication Date: 2011-Jun-23
Abstractor: As Provided
Reference Count: 0
Literacy Look-Fors: An Observation Protocol to Guide K-6 Classroom Walkthroughs
McEwan-Adkins, Elaine K.
With all of the reform models, research-based programs, leadership training, and professional development focused on reading and writing, we certainly know more about literacy today than we ever have before. So why are schools still suffering with low literacy levels? The answer lies in ineffective and unbalanced literacy instruction. Through the unique seven-step process outlined in "Literacy Look-Fors," administrators and literacy leaders will gain a solid understanding of how to assess and build instructional capacity, overcome roadblocks, develop professional growth opportunities, and create a balanced literacy program. Learn how to identify the look-fors that provide evidence of effective literacy instruction, and bring all students to grade level or well above. Benefits include: (1) Provides a step-by-step process for conducting walkthroughs and effectively implementing the literacy look-fors; (2) Divides the 60 look-fors into five categories, each containing a literacy look-fors observation protocol, a set of citations showing how various look-fors impact student learning, and a set of exemplars and nonexemplars to ensure understanding; (3) Helps the reader customize an orientation program to introduce the faculty to the look-fors and walkthroughs; and (4) Offers a Q&A section that answers the questions most often asked by principals before, during, and after the implementation of the walkthrough model.
Descriptors: Literacy Education, Reading Instruction, Observation, Educational Change, Instructional Leadership, Elementary Education, Reading Skills, Evaluation Methods, Student Needs, Principals, Administrator Role
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Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Kindergarten
Audience: Teachers; Administrators
Authoring Institution: N/A