In kindergarten teacher Donella Oleston’s classroom, students sat cross-legged on the floor, gripping small whiteboards shaped like paddles, each with a marker in hand. On the screen, a partially written three-letter word appeared. The students focused carefully on spelling it out on their paddles. When they were ready, Ms. Oleston called out, “Show me, tell me!” In unison, students held up their answers, eager to see if they had spelled the word correctly.
Scenes like this played out across Seahurst Elementary while school and district leaders observed how students are learning to read and write. These visits provide insight into what’s working well and how we can continue to support teachers and students.
Our goal is to make sure every child has a strong start in literacy—the ability to read, write and understand words. By observing classrooms and talking with students, we learn more about what helps children grow as readers and what additional support they may need.
What We Observed in Classrooms
At Seahurst, leaders visited kindergarten, first- and second-grade classrooms to watch teachers in action and see how students learn. These visits are not about evaluating teachers but gathering information to strengthen learning across all schools.
During the visit, leaders saw students:
- Sounding out words.
- Reading independently and discussing books with their teachers.
- Practicing research skills, like learning how to choose books and find the right chapters to answer their questions.
Learning from Students
Leaders conduct student interviews to learn from students, gain insights into how students view themselves as readers, and discover what best helps them learn.
Students were asked:
- What does it mean to be a good reader?
- What do you do when you get stuck on a word?
- What’s one thing you’re working on in reading right now?
Their answers make literacy instruction even better. Here are a few things Seahurst students shared:
- “I wish there were more groups. I think it is helpful to read in small groups with the teacher.” - 2nd Grader
- "Every time I say that I'm stuck my teacher helps and sometimes she doesn't... she asks me to try on my own" - 1st Grader
- “I always try my best, figure out words, and sound them out. For example, if it’s like a gh...I’ll make it sound silent like in the word night!" - 2nd Grader
Why These Visits Matter
By watching teachers in action and listening to students’ experiences, leaders can make informed decisions about how to strengthen reading and writing instruction. These visits give school and district leaders a chance to work together to improve teaching strategies, update learning resources and ensure that all students get the support they need.
