Text Inventory, Text Interviews and Texts In-Use Observation System
TEX-IN3
Training Manual
Misty Sailors
University of Texas at Austin
Text Inventory, Text Interview and Texts In-Use Observation System
TEX-IN3
Trainer's Manual
Overview
This training manual is designed to accomplish the Text Inventory, Text
Interview and Texts In-Use Observation System (Hoffman, 2001). This halfday training session provides an overview of the TEX-IN3 instrument and its
three observation components. To maximize the observer’s understanding of
this instrument, participants should practice the system in a classroom for the
remainder of the day, so they can see how it works with real teachers and real
children.
Training Schedule:
Topic
Overview of TEX-IN3
Power Point Slide Numbers
1-9
Text Inventory
10-80
Texts In-Use
Observation
81-87
Text Interviews
86-97
Debriefing and Teaching
Schedule Revisited…
Comments on the
Observation Day
98
99-100
Approximate time
Materials:
For the trainer:
 Power Point software
 Quick Time software (you can download it for free from
http://www.apple.com)
 Projector
 External speakers
 Notes to accommodate Power Point presentation (to be printed)
For each participant:
 TEX-IN3 User’s Guide
 TEX-IN3 Observation Protocol
 Writing utensils
 Paper clips and/or Post-It-Notes
 A blank copy of the Text In-Use Observation to record two observations on
during the morning training period (Appendix A of this manual).
Overview of Observation System:
Slides 1- 9
Slide 1:
Welcome to the Text Inventory, Text Interviews and Texts In-Use Observation
System Training.
Slide 2:
TEX-IN3 is designed as a tool for investigating the text environment for
reading and language arts instruction in the elementary and middle school
grades. It combines (1) a set of procedures for inspecting, capturing and
representing the range and qualities of texts in the classroom with (2) a set of
procedures for observing students and teachers as they engage with these
texts in the on-going flow of instruction and (3) a set of procedures for
interviews with students and teachers regarding their understandings of the
form, functions and uses of the texts in the classroom. It is designed to be
comprehensive and inclusive but not exhaustive of all the text environment
possibilities.
Your day will be spent collecting information on the literacy practices of the
classroom through the systematic documentation of the text that surrounds the
children, the engagement of three “focus” children and their teacher with the
various types of text located in the classroom, and the understandings of the
forms, functions, and uses of the text in the classroom.
Slide 3:
This is not a value-free examination of the text environment in classrooms. The
inventory reflects current research on texts in classrooms as well as the
continuing set of exploratory investigations of texts and their uses associated
with the development of this instrument. The inventory is constantly changing
as we learn more about texts and their uses. Our goal is to focus attention on
texts that research and theory suggest are important in supporting the
development of literacy. While we recognize and value the importance of
variability and the wide range approaches to curriculum, we feel there are core
elements of a text environment that are essential. In this sense, there is an
envisioned, ideal classroom. But this envisioned classroom might appear in
thousands of different permutations and combinations. It is not a vision where
all classrooms look exactly alike, but a vision of classrooms that offer maximum
potential for students and teachers. It is not a vision of a text-driven
curriculum but a vision of the text environment as both creating possibilities and
reflecting creative literacy instruction.
Slide 4:
Texts must be present for reading to occur—whether they are brought into the
classroom or created within it. The presence of texts does not insure the
amount or quality of reading, but its presence is essential. Texts are central to
the tasks that teachers create to develop students’ reading skills, attitudes, and
abilities. We approached our examination of the kinds of texts that are part of
a classroom environment, with four hypotheses.
The first is centered around teacher effectiveness and its enhancement
when the classroom environment provides for a rich supply of a variety of quality
texts to be used for a variety of purposes with a diverse set of learners.
Slide 5:
The second centers around locally and commercially prepared texts. Located in
each classroom are both commercially and locally prepared texts. Creation and
ownership of text by teachers and students provide a significant bridge toward
independence in literacy for the students.
Slide 6:
The third centers around learning condition: That is, the presence of books
alone can not insure optimal impact. In addition to their presence,
 The texts must be accessible to the children (both physically and difficulty
level);
 They must be engaging in their appeal, attractiveness, variety, and
interestingness;
 The children must be given ample time and opportunity to engage in the
texts; and
 The teacher must provide the children with instruction in the form of
explicit guidance and support.
Slide 7:
The last hypothesis centers around impact on student learning. The impact of
these texts (and of the instruction that goes on with them) is revealed in the
affective (interests and motivation of the children), cognitive (critical thinking),
and skills domains of literacy acquisition.
Slide 8:
In preparing for the observation, there are many parties who must give their
consent before the data collection may take place, including the human subjects
committee of your university. Your site director has already obtained consent
from this committee as well as the local school districts and principals.
On the day of your visit, you will collect a variety of consent forms:
 Parental consent to release test scores or to take the standardized test;
 In some cases, student assent forms (for the same purposes);
 Parental consent for Focus children to participate;
 In some cases, student assent to participate as Focus children;
 Teacher consent form.
Beginning Data Collection:
There are several pieces of information to collect from the classroom teacher
before the students arrive. We have found it helpful to arrive at least twenty
minutes before the children in order to collect the following information:
1. Page 2 of the Observation Protocol is designed to capture the demographic
data of the classroom. Beginning at the top of page two, you’ll want to collect
the total number of students in the classroom, the number of students who
do not speak English as their primary language, and the number of children in
the classroom who are on the free or reduced lunch program.
2. Below that, you will ask the teacher to give you the number of children in the
class who are reading instructionally below grade level, the number of
children who are reading instructionally on-grade level, and the number of
children who are reading instructionally above grade level. All children
enrolled in the class are to be considered in these numbers.
3. During the In-Use Observations, you will be focusing on three specific
children, which the classroom teacher will help you choose. Ask your teacher
to take the returned parental consent forms and classify the children into
three groups: those reading instructionally below, on, and above-grade level.
From each of these groups, ask him or her to choose one child who is willing
to talk to you at some point during the day. You’ll want to encourage the
teacher to choose a child who is “talkative.” Please write the names of the
children on the appropriate line on page 2. You’ll also write their names
throughout the Protocol where it is appropriate. These are the three
children you will focus on during the In-Use Observations and Student
Interviews. If there are no students in one or more of the categories, then
the researcher and teacher should select students who come closest to the
guideline and record a note to this effect on the protocol. In other words, if
all of the students in a class are reported to be reading instructionally on- or
above-grade level, then the least skilled reader from the ‘on-grade level’
group should be selected. If all students were reading below-grade level,
then the most skilled readers would be selected for the second and third
students. This should be noted in the observation protocol.
4. If you look on the next page of the Protocol (page 3), you will see a place to
document the daily schedule of the classroom. Please fill in the columns
labeled: Time of Day and Teaching/Subject Areas with the teacher. This is a
good time to give the teacher an overview of the data you will be collecting
while in his or her classroom.
 You will want to explain that you are documenting the text located in the
classroom and ask for permission to access texts that are not immediately
visible (for example, many teachers keep some of their materials in closets
or on shelves not accessible to the children). Ask for permission to open up
the hard drive of the computers and to look around at the software.
Basically, you are asking for permission to look at any and all texts the
teacher uses with the children.
 You will explain to the teacher that you will need to conduct an interview with
him or her and that the interview will take approximately thirty minutes. The
last column on page 3 is a place for you to organize your data collection. For
example, many teachers ask that the interview be conducted during their
planning period (when the children are in P.E. or Music). Some teachers would
rather wait until after school and some consent to the interview during their
lunch time. You will want to make note of this in that column.
 You will also ask the teacher for a time period or periods that are
appropriate for you to interview the three Focus children. Make note of this
in the last column, also.
 The third time frame is probably the most critical to plan for—that of the
three In-Use Observations you will conduct. Two of the In-Use
Observations will need to be conducted during the Reading/Language Arts
times and the third should be conducted during Math. You will need to
explain this to the teacher and have her help you plan your observations
accordingly. Each block of time should be approximately twenty-five minutes
in length. These are not necessarily times that the teacher is instructing the
entire class. These may be independent work times or small group

instructional times. If for some reason you cannot observe a math lesson,
choose another subject (for example, science or social studies). Your site
director can answer any questions you might have concerning
departmentalized classrooms.
Please be aware of the fourth column in this table, the “Total Time in
Minutes” column. As the day progresses, please make note of the actual time
spent on the designated subjects, making note in this column of the time the
students were engaged in each subject. A more detailed explanation appears
on page 34 of the User’s Manual, entitled, Teaching Schedule Revisited .
Slide 9:
The TEX-IN3 consists of two types of observations, the Text Inventory and
Texts In-Use Observations, as well as two types of Text Interviews, Student
Interviews and the Teacher Interview. Each component will be explained in
detail during this training session.
Text Inventory Observation
Slides 10-79
Slide 10:
We now begin the first component of the TEX-IN3 Observation System: The
Text Inventory.
Slide 11:
The text inventory involves a ‘counting’ and ‘characterizing’ of the texts that are
part of the classroom literacy environment. First, the inventory requires the
careful observation and categorization of the texts present in the classroom.
There are seventeen different categories of texts represented within the
TEXIN3 system. Second, it requires the application of rubrics to place value on
the quality of the texts present.
The term "text" is used in this assessment in a very broad sense to include all
types of messages and records that use written language as the primary medium.
The text inventory should reflect all texts in the classroom inclusive of texts in
languages other than English. We will distinguish these texts over a number of
different dimensions.
This inventory is focused on texts that are physically located in the classroom
being observed and may include texts that are displayed on the wall outside the
classroom. It should not include text resources that are stored away from the
classroom in a book collection or library apart from the class. If the teacher
describes this type of collection include the information in the commentary
notes.
As they first enter a classroom, many observers initially begin to “get a feel” for
the classroom by simply immersing themselves in the text environment. That is,
they postpone the initial documentation of the various text types until they have
become a part of the classroom. Many have described their first fifteen
minutes or so in the classroom as “just becoming a part of the furniture.”
Remember, the Text Inventory can be carried out throughout the school day,
both when the children are present and when they are not.
Slide 12:
The goal of the inventory is to assess the quantity and quality of the texts in
the literate environment of the classroom. There are seventeen different
categories of texts identified in this assessment; they should accommodate
most of the different kinds of texts found in an elementary classroom. The
evaluation of the quality of the text environment rest on the consideration of:
 The quantity, variety, and format of the texts,
 The engaging qualities of the texts,
 The accessibility of the texts
 The challenge level and support offered by the texts,
 A representation of the cultural and linguistic diversity of the children in the
class,
 A combination of personal and public texts
 A combination of local and commercially prepared texts
 A combination of extended and limited texts
 As well as a combination of process and product texts.
Each of these will be explained. Your site director has provided you with a card
that lists all of the qualities in which you will be judging the various text types in
your training packet. We will go over that sheet at this time. The definition for
these qualities can also be located on page 9 of the User’s Guide.
Slide 13:
Not only is it important that there be a specific quantity of texts available for
students to have access to, but there must be a variety of genres (narrative,
procedural, and informational) as well as a variety of formats of texts (chapter
and storybooks).
Slide 14:
We think of the engaging qualities of texts as those qualities that support the
interests of the children as well as curricular requirements (we call this
content); the language of the text is rich, literary, or imaginative; and the
design features extend, enrich, or support the text.
Slide 15:
Texts in classrooms must be physically accessible for the children as well as be
displayed in physically inviting and useful ways. This is an example of a text
display located in a second grade classroom. The displays changes throughout
the school year based on the curriculum and interest of the children. While we
were in the classroom capturing the text environment, the display centered
around biographies. Brianna, one of the focus children you will meet in the
Student Interview section of the training, will tell us more about this display.
Slide 16:
Texts located in classrooms must include multiple levels of text that support the
many levels of learners found in classrooms. They must be appropriately
challenging and offer the right kinds of support for the many levels of learners
who will be using them. We captured one such example of the many levels of
text offered to the children in this second grade classroom. The teacher has
placed baskets of independent level books in various places around the
classroom. During the Independent Reading portion of the school day (and when
the children have extra time to read), they “browse” through the basket that
contains the books that are “just right for them.” Where this teacher has just
one level of reference book (the “Beginner’s Dictionary”), we have found other
classrooms that offer a variety of levels of dictionaries for the children. One
third grade teacher has twelve dictionaries: six “Beginner’s Dictionaries” and
six “Intermediate Dictionaries.” In addition to these twelve, there were six
Spanish dictionaries in the classroom, also; three primary and three
intermediate.
Slide 17:
The texts located in classrooms should be representative of the cultural and
linguistic diversity of the population of the members of the classroom. Both of
these are from a bilingual classroom; while we may not find books written in
Spanish in monolingual classrooms, we would expect to see texts that represent
the cultural differences of the children.
Slide 18:
Texts can also be described in terms of who uses them. Texts that are visible
to most of the children most of the time are called public texts. The example
on the left illustrates this point. This is a public display of Internet addresses
used by the children in this classroom as they were conducting research on their
classroom pets. The texts on the right, however, are texts that are used
individually by the students. These journals, although they are stored in tubs
rather than at each students’ desk, represent a very personal use of the texts,
thus, we refer to them as “personal texts.” Other examples of personal texts
include personal copies of a textbook and personal files on the computer.
Slide 19:
Texts also be described in terms of their authorship. Local texts are those
texts created or authored by either the students or the teacher or a
combination of both. Texts that are published elsewhere and brought into the
classroom are commercial texts. The important thing to remember is that of
the role of authorship. For example, in the third example, although the teacher
created the text (the class rules), she gives credit of authorship to Harry Wong
(from The First Days of School book). This would be classified as a
commercially prepared text because of this authorship.
Slide 20:
Texts can also be described in terms of the amount of text they contain. For
example, we refer to texts that operate primarily at the letter or word level as
Limited texts. Some examples you might find in classrooms are alphabet charts
and the synonym chart on the right.
Texts that include a significant amount of text beyond the word level (phrases,
sentences, and more) are described as Extended texts.
Slide 21:
We describe texts as process or product texts, also. Texts that guide students
toward a process to be used (for example, how to figure out a word, how to solve
a math problem, how to play a game) as Process Texts. These texts may grow
and expand as part of the instruction. On the other hand, texts that are more
static in nature and that are the end product of some process are referred to
as Product Texts. These are locally authored and may or may not be public in
nature.
Slide 22:
This slide illustrates the various types of texts the observer will encounter in
classrooms. There are seventeen text types that have been identified for you
to describe. Each will be explained during the next part of this training.
Slide 23:
We have labeled texts that are accessed and used through an electronic medium
as Computer and Electronic Texts. Some examples of this text type include
messaging systems (such as e-mail), Internet access (used for research),
software programs (specifically reading and authoring programs), tests or test
preparation, text files that are saved and accessed by students, books on tape
(as in listening centers) and news and information shows if they feature text
prominently.
Slide 24:
You’ll want to describe the computers in the classroom in terms of their model
and manufacturer (are they Mac’s? Dell’s? What model are they? iMacs? Or
Powerbooks? How many are there? Who has access to them? The children or
just the teacher?
You’ll also want to look in the hard drive of the computer to see what types of
programs are available for the children. Are they programs that are “childfriendly” and developmentally appropriate?
What types of software are available? Authoring software? Electronic
comprehension programs?
How often is the computer used and for what purposes?
Remember to describe the quantity and quality of the contents of the electronic
medium in terms of those qualities listed on your description sheet.
Slide 25:
The next text type that you will be documenting we call Extended Text Process
Charts.
These are multi-sentence, connected texts that are procedural and guide
students toward the use of a particular process or strategy. These charts are
often locally developed by the teacher either independently or in collaboration
with the class, but they may be commercially prepared as well. These charts are
designed for use during ongoing learning activities. They may be used across
content areas or an in a variety of activity structures. Many grow over time
with added input. Some simply direct students toward a process. They may be
enlarged and displayed publicly for all students or they may be personal in
presentation (e.g., on a desktop, in a writing folder). When considering the
various Extended Text Process Charts, look for the quantity/variety, engaging
qualities (language, design, content), accessibility (display and organization), and
the challenge level (decodability, predictability, and vocabulary) of each. Look
for and document local vs. commercial forms of charts. Consider the location of
text and ease of use for children. Investigate and note public as well as personal
charts. Consider how easily students might use the charts. Consider, as well, the
degree to which the cultural and linguistic diversity of the texts reflects the
student population.
Some examples of Extended Text Process Charts include KWL charts, Language
Charts, Inquiry Charts, Writing Process Charts, math strategies or algorithms,
and rubrics.
Slide 26:
This is an example of an ETPC that is intended to guide children through a math
strategy. Notice the authorship of the text as well as the challenge support and
engagingness. This poster is displayed in a very prominent place in the
classroom.
Slide 27:
This is a rubric for Independent Reading in this second grade class. Notice the
authorship of the document. We can tell by several phrases used in this chart
that the children were an intragral part of the creation of the document. For
example, the terms, “just right book” has been used several times as well as the
phrases “no pretend game,” and “talked back to the book.” Clearly this was
created by the teacher and children in the classroom.
Slide 28:
This Extended Process Text Chart is actually a poem that tells the children
what to do if they encounter an unknown word. Think in terms of the authorship
of this poem. It was enlarged by the teacher, but authored outside of the
classroom.
Slide 29: Our next text type is titled Games, Puzzles, and Manipulatives. This
text type consists of instructional materials designed for student use (often as
independent or small group work). To be considered in this category they must
feature text prominently. This category may include both limited and extended
uses of text. (e.g., “Scrabble” as limited text; “Monopoly” as extended text).
These texts may be constructed either locally or commercially. Investigate the
developmental appropriateness of the texts for the students in the class. Look
for local and commercial texts. Some examples include Bingo, Clue, Word Sorts,
and Magnetic Poetry.
Slide 30:
Count only the games that has text featured prominently, such as Outburst in
this collection of games. Be sure when you explain this category to your teacher
during the Interview stage of the data collection that he or she understands
this category is NOT describing math manipulatives, rather, we are looking for
manipulatives that feature text prominently (which may or may not include math
manipulatives).
Slide 31:
This is an example of a game with prominently featured text (Scrabble) which is
developmentally appropriate for this second grade classroom.
Slide 32: These enlarged/public texts are used to support instruction. They
may be commercial charts (e.g., story charts provided by basal publishers) or the
teacher may locally develop them. Often these instructional aid charts are used
as a visual aid to support direct instruction or minilessons. They may be written
on by the teacher or by the students during a lesson. The charts may remain
displayed in the classroom after a lesson or a unit as a reference point for
students (e.g., a color chart in Kindergarten). Instructional Aid Charts focus on
content while Process Charts focus on process. Instructional Aid Charts are
artifacts of instruction that may or may not provide useful content information
for the future. Process Charts are designed to guide students through
processes (i.e., how to) as part of independent work. Some examples of
Instructional Aids typically found in classrooms are poems for reading together,
morning message, labels, vocabulary lists, and Daily Oral Language (DOL) charts.
Slide 33:
The teacher uses this poem as the “Warm-Up Reading” for the morning. The
children use it to build fluency.
Slide 34:
This example of an Instructional Aid was found by the observer in the Writing
Center of this second grade classroom. The binder contains such explanations
as this one about similes for the children to refer to as they are writing. Each
literary term contained in this binder was introduced during a mini-lesson and
placed in the center as useful content information for the future.
Slide 35:
This Instructional Aid, located just above the sink in the back of the room
represents the three-dimensional figures the children learned about earlier in
the school year.
Slide 36: The next text type we will refer to as Journals. However, the use of
journals has become so widespread in classrooms over the past decade that
their 'definition' continues to expand. This rapid growth has lead to some
confusion about what "counts" as a journal. For example, some things referred
to as "workbooks" in commercial programs are referred to as "journal". In this
text inventory, we will examine journals from a fairly specific framework.
Journals must be "local" texts created by the students (individuals or groups
working together) based primarily on their work and writing. They may be
represented by a personal diary, literature-response log, or content inquiry log
(e.g., math, science and social studies). "Spiral folders" where students record
their work in response to assignments will be considered in this category.
Some examples include personal journals (which are diary-like in nature),
literature response logs, content inquiry logs (math, science, and social studies),
and draft writing.
Slide 37:
This is an example of a draft journal from “Writing Workshop.”
Slide 38:
This is an example of a math journal in which the children explain how they have
come to the answer to the “Problem of the Day.” These are shared publicly on a
regular basis.
Slide 39:
Although this text is spiral-bound, we would not consider this a journal under
the definition given earlier. It would be classified as “Writing on Paper,” as it
consists of some open and closed-ended response “worksheets.”
Slide 40:
These texts are often found in "book format", but they differ from tradebooks
because they are created explicitly for instruction and are leveled for difficulty
and accessibility. There are two broad types of leveled texts found in
elementary classrooms: basal readers and "little books". Basal readers, of the
more traditional type, tend to be collections of short selections bound together
and include carefully controlled vocabulary. Basal readers, of the more recent
variety, tend to be collections of children's literature selections bound together
in anthology form. They are often designed with less severe vocabulary control
and less precise leveling. "Little books" tend to be bound single selections that
are carefully leveled (and even numbered) in terms of accessibility. Some little
books can very specific in terms of their focus (e.g., decoding with a particular
phonic element repeated). When considering the range of leveled books, pay
attention to the variety of genre (e.g., narrative, informational, procedural
texts), the structure of the book (e.g., picture books, chapter books), the
display and organization of the collection, the quantity (multiple copies or text
sets), the date of publication, and the appropriateness of the books for the
students in the class (e.g., accessibility, content, interest).
Slide 41:
This is an example of a basal reader currently in adoption in Texas.
Slide 42:
Some little books might have a very specific focus (e.g., decoding with a
particular phonic element repeated).
Slide 43:
When determining the quantity of leveled books in classrooms, it is not
necessary to count each book individually. You will estimate the number of books
located in that classroom. For instance, in this second grade classroom, the
teacher has a “tub” for each which contains many leveled readers. You will want
to count the leveled books in one or tub and multiple by the number of children
in the classroom as a place to begin to estimate the total number in the tubs.
You can do this with the remainder of the leveled texts, also. Please remember
to make note of the organization, display, and access to the books in the room
for the children as well as the challenge level and support.
Slide 44:
This next category, referred to as Limited Text Process Charts includes
letter/word level texts that are procedural and guide the students in the use of
a particular strategy or set of strategies. These are similar to the Extended
Text Charts in purpose and design; however, they tend to focus at the letter or
word level. They are typically locally created and are added to as part of
instructional processes. They may be enlarged, public texts, as in word-walls, or
they may be personal texts (as in word-wall folders). They may be local or
commercial in design. Consider how easily students might use the charts.
Slide 45:
Note the variety of Limited Text Process Charts in this classroom:
•There is a Word wall.
•There is an Alphabet chart.
•And there are what are commonly referred to as Phonogram families or lists of
words with similar rimes that children may refer to as they encounter an
unknown word in their reading. They may also use it when attempting to spell a
word they are unsure of.
Slide 46:
This is an example of the word wall words. During both the student interview
and the teacher interview, ask why some words are different colors and why
some are locally created as well as commercially prepared.
Slide 47:
The next text type is called Organizational or Management Charts. These
displays are used to manage or organize the social, academic, or curricular work
within the classroom. They may be enlarged or small, local or public. Look for
the quantity/variety, engaging qualities (language, design, content), accessibility
(display and organization), and the challenge level (decodability, predictability,
and vocabulary) of each. Look for the ease of use and functional nature of the
charts. Look for local and commercial texts. Consider, as well, the degree to
which the cultural and linguistic diversity of the texts reflects the student
population.
Some examples of this category might be Student-helpers chart, workboards,
class rules, and local or state curricular objectives, a chart for multiplication
facts mastered by students, a skill mastery chart, a record of number of books
read.
Slide 48:
This is an example of the daily schedule in a second grade classroom. Note the
location and ease of use by children in the classroom.
Slide 49:
These are the rules for workstations in a second grade classroom. Again, note
the authorship of the document (more than likely created by both the teacher
and the students).
Slide 50:
For purposes of this text inventory, we consider student portfolios as a location
and an organizer for the work completed by students. Portfolios are used for a
variety of instructional purposes and goals. They are often associated with
student evaluation and the development of a sense of ownership, pride and
reflection on development. Our consideration of portfolios will focus on the
range of texts collected; the processes of collecting texts; the access and use
of these texts; and issues of control over these texts (e.g., what gets in, how,
when).
During the interviews, ask both the teacher and the students to explain who
determines what goes in, how often items are included, and how the portfolios
are used in the classroom.
Slide 51:
This is an example of a class collection of portfolios. If you do not see
portfolios, ASK! Be sure you are able to distinguish between a “cumulative
folder” and a portfolio.
Slide 52:
These are materials that are used as resources for finding information (e.g.,
word spellings; locations; how to do something). These materials might be
designed for young children. Some examples include the Atlas, dictionary,
encyclopedia, English grammar handbook, thesaurus, globe, and maps.
Please be sure your teacher understands during the Teacher Interview that
these are NOT expository tradebooks.
Slide 53:
These are examples of reference books in a second grade classroom. Please be
aware that in many classrooms, electronic reference materials serve as the
source for finding information. If you observe out-of-date reference materials
on a book shelf, be sure you look in and around the computer. Perhaps a more
up-to-date electronic version is in existence. Remember, the important thing is
not which category a particular text is described under, but that it is
documented somewhere.
Slide 54:
Contained in the category we call “Serials,” are texts that are subscribed to or
locally created on a regular basis. Included in this category are magazines,
newspapers, newsletters and journals that can be locally or commercially
prepared. Commercial texts of this type might be content specific and support
or extend instruction in the content areas.
Focus on the following:
• The authorship of these texts;
• Their topical relevance;
• The accessibility for the students;
• The quality of the publication;
• And the number of copies available (one for every student vs. use as a
reference or display).
Slide 55:
These are examples of “serials.”
Are they developmentally appropriate for the children in a second grade
classroom?
Slide 56:
The next category of texts we find in classrooms are called Social, Personal, or
Inspirational texts. These might come from commercial sources, local sources,
or some combination of the two. They might include inspirational posters about
reading, student of the week displays, current events or bulletin boards. Some
examples follow.
Slide 57:
This is a “Star of the Week” display in a second grade classroom (each week a
different student is “on display”). Pictures, stories, and favorite items are
shared with the class.
Slide 58:
This is “inspirational text”.
Slide 59:
(This is another example of “inspirational text”).
Slide 60:
This category consists of locally authored (by a student, a teacher, or a
combination of the two) books or publications. These texts are on display and
accessible for students to read. Student/Teacher Published Work is intended
to become part of the long-term class library, as opposed to Work Product
Displays that are more temporary. Some examples may include text innovations
with big books, individual-student-authored books, and reports/inquiry projects.
These tend to be bound and held in collections.
Slide 61:
This is a collection of student-published stories that is stored on top of the
bookshelf in this third grade classroom. It is the only collection of its kind in
this classroom.
Slide 62:
Brianna is showing off the class book she and her classmates wrote, entitled,
“Friends.”
The teacher keeps the student-authored books (both individually and collegially
made) in the same area as the tradebooks. There are approximately 15 class
books and at least three individually-student authored books throughout this
collection.
Slide 63:
Our next category is called Textbooks. These are student texts that are
typically identified with a subject/content area. Textbooks in this category
have a clear instructional design for the teacher to use and the students to
follow in learning new concepts and skills. These books are typically leveled by
grade and the difficulty levels (in terms of reading demands) increase with each
grade level. When these books are central to instruction in a classroom, one
book is usually provided per student. Do not consider basal reading books in this
category, as they are included under the leveled-books category. Note the use
of multiple copies and the publication date.
Some examples include mathematics textbook, science textbook, and English
grammar books.
Please be sure your teacher understands the difference between Leveled Books
and Textbooks during the Teacher Interview.
Slide 64:
These are the extra science and social studies textbooks located on the
bookshelf in the classroom. Each student has his or her personal copy inside
their storage area.
Slide 65:
The next category of text we call Tradebooks. These texts are typically found
in "book format" and do not have any obvious instructional design features.
They are commonly referred to as "library books" although this is somewhat
misleading as a reference point. The quantity of these books in relation to the
number of students in the class is important as is the condition of the collection.
When considering the range of tradebooks, pay attention to the variety of genre
(e.g., narrative, informational, procedural texts), the structure of the book (e.g.,
picture books, chapter books), the display and organization of the collection,
quantity (multiple copies or text sets), the date of publication, and the
appropriateness (e.g., accessibility, content/interest) of the books for the
students in the class.
Slide 66:
When discussing tradebooks, remember you will be estimating the quantity of
books.
Begin by estimating the number of books by counting one section in this
bookshelf and then estimate the total number of books from this number.
Slide 67:
This informational book is relatively new and is displayed prominently (as are
many other informational books in this second grade classroom). The reading
level is accessible to the children in this class.
Slide 68:
Comic books are considered tradebooks.
Slide 69:
Look for “tubs” of books. These are tradebooks that students use during selfselected reading time. The teacher might place a variety of genre in these tubs
that align with her children’s interests and levels. When you see something like
this, ask the teacher to explain the intent and/or organization of the books in
tubs.
Slide 70:
The next text type is called Work Product Displays. These are displays of
teacher or student work that is being "celebrated" and set forward for others
to read and enjoy. Usually these displays are rotated regularly. Model writing
samples might be one type of WPD that you will find in a classroom.
Slide 71:
Here is an example of student writing that the teacher was about to display on
the wall just outside the classroom. Be sure you document those displays that
spill out into the hallways just outside the classroom.
Slide 72:
Each display of student work counts as one unit. Please note that this display is
different from the one just discussed.
Slide 73:
Here is an example of a single display being set forth to be celebrated. It is a
poem Brianna wrote and asked the teacher to display next to the door. The
teacher complied with Brianna’s request. Because it was a unique display, the
observer asked both the teacher and the child to explain how it came to be in its
present location.
Slide 74:
The last text category can be thought of as a continuum. Students are often
asked to work independently or in small groups on assignments that require a
response on paper. These assignments vary across a wide spectrum of
constraints. We have conceptualized this text type based on a continuum
ranging from tightly constrained text response formats (e.g., check marks, fill in
the blank, multiple choice) to entirely open-ended response/writing formats
(e.g., blank paper, lined-paper). The open-ended response formats may range
from creative writing activities to literature responses to math problem solving
exercises. While the tightly constrained response formats tend to be
commercially prepared, they may be local as well. For the purposes of this text
category, we also include "workbooks". The fact that the pages are bound is not
important to the text category.
Some examples include reading, math, phonics, and spelling
workbooks/worksheets, blank paper with assigned topics to write from, and
paper for creative writing.
Slide 75:
These types of texts will often be found in the context of “seat work.” This is
an example of a math worksheet.
Slide 76:
In this instance, the children had just read a selection out of the leveled reader
about how to use a dictionary. The teacher had the children select their
“favorite word” from the selection, copy it and its definition onto their writing
paper and illustrate it.
Slide 77:
Teacher-selected-topic writing is considered in this category. This is an example
of a blank sheet of paper for which the teacher supplied the children with a
topic to write around (“I want to be the best fire fighter because…”).
Slide 78:
Once the observation day has been completed, you will then begin to assign a
holistic rating to each category based on the information you have documented.
Complete rubrics of the qualities that make these texts particularly valuable in
the classroom are included in Appendix A of this guide. They include features
of the texts themselves as well as information that can only be gathered
through observations and interviews with the participants. Eventually this
rubric will be used as a worksheet and then later as a summary rating point for
this category of text in the classroom being assessed. The rubrics
differentiate across the features from 1=inadequate, to 3=basic, to
5=outstanding levels. The rater may consider scores of 2 and 4 when the
evaluation falls between the extremes.
Most of the rubrics refer to the same four basic areas of consideration. In
some cases, only the first three areas are considered: quantity/variety;
engaging qualities; presentation/display; and challenge/difficulty. While these
features are rated independently for each of the text types, the observer will
assign a single overall rating to each type of text in the classroom that is
considerate of the sub-areas. We suggest that the observer refrain from
assigning rubric scores until the end of the day when all of the descriptive data
have been gathered.
You will place your ratings on page 22 of the Observation Protocol for each text
type.
You will then assign a holistic score for the physical text environment on page 23
of the Observation Protocol. This is not necessarily a numerical average of the
text environment, but it should be representative of the cumulative text types.
Slide 79:
We have included in this protocol a place to assign a holistic score to the local
texts found within each classroom. Local texts serve a number of function:
 They document the classroom life;
 They show support of the learning taking place within the classroom;
 And they affirm the students and their work.
Local texts are:
 Authored by teachers and children;
 May be public or private;
 May be limited or extended;
 And are dynamic and changing.
Local texts accommodate the full range of stances toward reading, including:
 The aesthetic (as in reading response journals and language charts);
 The efferent and informational (including learning logs and inquiry charts);
 And the procedural (including calendars and job charts and reading logs).

Slide 80:
Page 24 of the Observation Protocol has a rubric for you to use as a way of
assigning a holistic rating to the appearance of local texts in the classroom.
Please circle only one number—the one that best represents the local texts in
the classroom.
Texts In-Use Observation
Slides 81-87
Slide 81:
We now begin the next component of the TEX-IN3, the Texts In-Use
Observation.
Slide 82:
It is by observing teachers and students as they engage and interact with the
texts in the classroom that we begin to understand how engagement with texts
in the classroom reveals the literacy practices of the classroom. The second
component of the TEX-IN3, the "Texts In-Use phase, helps us focus on
practices as they are imbedded in literacy events. The Text In-Use observation
is designed to capture the engagement of the students with particular
categories of texts and the contexts under which these engagements occur.
The observations are conducted during instructional time and focus on the class,
on the teacher, and on the target students who have been identified.
You have already determined the timing of the observations before the start of
the instructional day with the teacher’s help.
You should also have a sense of the types of texts the students might be
engaged with, therefore, you should have completed a substantial portion of the
text inventory before beginning the Text In-Use observation.
There are three cycles of In-Use observations that are to be conducted.
Cycle 1 appears between pages 26 and 30 of the Protocol.
Cycle 2 appears between pages 31 and 35 of the Protocol.
Cycle 3 appears between pages 36 and 40 of the Protocol.
Each cycle consists of a “snapshot,” a time-sampled observation “sweep” of the
target students and the teacher, and another “snapshot,” and a holistic rating of
the text discussion that took place during this time. Each will be explained
more fully. We will then have the opportunity to practice each piece of the
cycle.
Slide 83:
For each “snapshot,” the observer focuses on all of the students in the
classroom at a point in time recording the number of students engaged with
texts, under what context these engagements occur, and with which types of
texts the children are engaged. There is room on the instrument for more
qualitative data to be recorded in the “comments” section. We have found these
narrative comments add an additional dimension to the description of the ways in
which the students are engaging (or not) with texts. To record the classroom
snapshot, count the number of students in the classroom and record this number
in the space on the last row of the snapshot record form. Next, start a fifteensecond observation frame. Count the number of students actively engaged with
any of the text categories during this fifteen-second time span.
"Engaged", for the purposes of this observation, indicates that the students are
attending to text in some observable way (e.g., following along as a teacher
works with an instructional chart; reading independently from a tradebook;
writing on a worksheet; listening to a teacher reading aloud from a chapter
book).
To receive credit for text engagement, a student needs to engage with a text at
any point during this time frame. If the student engages with more than one
text type credit the first text that is engaged with in the period. You should
also record the context of the student’s work (e.g., small group, whole group,
independent) during this time span. If the context changes during the tensecond time span, record the first context and the first text type only. The
total number of students marked as engaged cannot exceed the total number of
students in the class, and it may be less. Record the total number of students
who were not engaged with text during the time span in the space provided at
the bottom of the snapshot record form.
As soon as the snapshot is complete, move directly into the observation sweeps.
Slide 84:
Once the opening “snapshot” is completed the observer using the TEX-IN3
shifts attention systematically from each focus student to the teacher. This is
called the classroom observation “sweep”. During the twenty, fifteen second
intervals, the attention of the observer shifts cyclically from each focus
student to the teacher. The first ten-seconds of the interval is spent observing
the student to determine whether or not the child is engaged with text. If it is
determined that he or she is engaged, then a decision is made regarding the
context under which the engagement is occurring. If the child is NOT engaged
with text, this is recorded as “not engaged.” As far as the context under with
the engagement occurred, the child is either working with the teacher or
without the teacher. At the same time, a decision is made concerning with which
text type the student is engaged. The observer will then spend approximately
five-seconds recording this information. Turning the attention to the next
student, the same information is collected in the same manner: the first tenseconds is to make a decision regarding the engagement of the student with
text, the context under which the engagement occurs, and with which text type
the student is using at that moment. The next five-seconds is spent recording
this information. Each remaining student is observed as well as the teacher.
Notice, please, that the context under which engagement with text occurs is
different for the teacher (working with an individual child, working with a small
group or working with the whole class). There is also an extra text type that
appears on the teacher’s recording sheet: the teacher’s manual. This is the only
place this text type appears.
There is a place at the bottom of the form in which the observer can make not
of the intervals as they occur. For organizational purposes, we ask that you
place a “+” sign over the numbers when engagement occurred at that particular
cycle, a “/” if non-engagement occurred, and a “0” around the number if the child
was not present during that portion of the observation sweep.
Following the “sweep”, a second “snapshot” is taken again to give a broader
picture of what is occurring in the classroom at that moment in time.
You will then evaluate the quantity and quality of the text-based discussions
that took place during the observation period. The rubrics are listed at the end
of each cycle.
Slide 85:
#1:
Here is a third grade classroom. We will practice capturing the engagement of
text types and context that surrounds these texts types. You will need the
Practice In-Use forms your site director has included with your training
materials. We will begin our In-Use practice observation with a Snapshot of the
classroom. We will follow with a series of Sweeps through the class. Included in
this video is approximately seven minutes worth of Sweeps. Feel free to use as
much or as little as you need to come to a full understanding of the In-Use
Observation.
During this observation period, the teacher and the children were engaged in
learning how to use an Inquiry Chart. The teacher had just guided the children
through the process with one on the board. This large green piece of paper had
questions listed down the verticle axis and sources in which to find the answers
to these questions across the horizontal axis. Both the teachers and the
children are using post-it notes to record the answers to these questions inside
the grid. The children were working in small groups and each group had a copy
on their desk. The students were also surrounded by various tradebooks.
At the time of this filming, there were sixteen children in attendance. However,
only fifteen children were in the room at the time of the observation. This
information is to be documented at the top of each snapshot. Please do that
now. (pause)
As we begin the clip, let’s count how many children are engaged with text.
Please play the beginning of the clip now. After the camera has panned the
entire class, stop the video. We will resume it shortly.
(after the clip) #2:
As we scanned the room, you may have noticed that of the 15 children in the
room, three children were engaged with text: one at the first table (her back
was to us), one at the middle table, and a boy at the third table. We will record
on the record sheet that all three were engaged “without the teacher” with
“tradebooks.” We record at the bottom of the page that there were 12 nonengaged children during this snapshot.
Now, let’s watch as the camera finds each of our three focus children, Carrie,
our above-grade level reader, Lee, our on-grade level reader, and Jose, our
below-grade level reader as well as the teacher. Feel free to count aloud as we
give ourselves 10 seconds to determine engagement and five seconds to record.
After the first cycle (Carrie to Lee to Jose to Ms. M.) you will want to stop the
video for another discussion. Please press play now. (pause).
(after the clip) #3:
During the first observation of Carrie, we observed that she was not engaged
with text. We document this by drawing a “hash-mark” (“/”) through the number
1 at the bottom of the page. Because no engagement occurred, we cannot
document any context or text type.
Moving our attention to Lee, we witnessed that he was engaged with the text
(albeit briefly) during the ten second period so we will place a “+” on the number
1 under his record sheet and will also place a small “1” under the “working
without teacher” column and working with a “tradebook” column.
Moving our attention now to Jose, we see that he was not engaged with text; he
was simply readying his things at the teacher’s request. We place a “/” over the
number 1 under his recording sheet and move onto the teacher.
Notice that she has moved close to the front of the room in anticipation of using
the “Extended Text Process Chart” (the large green piece of paper she has used
as an example for the children to follow). However, during our ten second
observation, she was not engaged with text at all. We place a “/” over her
number 1 and move our attention back to Carrie.
We are now ready to watch the second cycle of the Sweep. Please watch our
little ones and their teacher once more and record your observations. As you
finish the teacher, please stop the video and discuss your findings.
(after the clip) #4:
Carrie: Not engaged-- Hash mark over #2
Lee: Not engaged-- Hash mark over #2
Jose: Engaged “with teacher” (he’s looking at her Inquiry Chart on the board)
with an “extended text process chart”. We write a “+” over the #2 on his
record sheet and a #2 in the appropriate place between the appropriate column
and row.
Teacher: Engaged “with whole class” with an “extended text process chart. We
write a “+” over the #2 on her record sheet and a #2 in the appropriate place
between the appropriate column and row.
You may now continue the snapshot and discuss each observation between
yourselves, if you wish. A sample answer sheet is included in your site director’s
packet. Unfortunately, there is no second snapshot to complete the cycle. You
may also want to discuss the holistic rating for the quantity and quality of text
discussion during this observation.
Text Interviews
Slides 86-100
Slide 86:
We now move into the final component of the TEX-IN3 Observation: the Text
Interviews.
Slide 87:
The student interviews are designed to capture the students' understandings of
the texts in the classroom. Each student will be interviewed and the data from
these three students will be used to infer toward the class as a whole. There is
no prescribed order for interviewing the three students. However, all three
interviews should be completed in a sequence after the observations have been
completed. Following each interview, you will assign a holistic rating of the
student’s understandings of the text located in each classroom.
Slide 88:
Begin the interview by discussing the texts that the student was engaged with
during the observation period. Ask the child to lead the identification of and
discussion around these texts as much as possible. If necessary, use the probes
included in the User’s Guide, page 29. It is not imperative that you use the
probes in the exact form in which they are presented. They are there to guide
you in analyzing the students’ knowledge of form, function, use, valuing, and
critical stance toward the various types of texts. Extend the conversation as
long as needed to determine student understanding and use of all of the texts
that are included in the inventory.
Next, ask the student to take you on a “tour” of the classroom. Again, have the
student lead the conversation as much as possible, using the probe questions
when necessary.
Finally, inquire about the remaining types of texts you have identified in the
classroom. After each discussion of each text type, assign a numerical rating
based on the constructs mentioned earlier. A one indicates “no knowledge” of
the texts, a two indicates “vague awareness,” a three indicates a “basic
understanding,” a four indicates a “good understanding,” and a five indicates an
“elaborated/enriched understanding.”
After the “text walk,” observers should ask the students about other texts that
they would like to see (or not) if they could add to the text collection in their
classroom.
Slide 89:
#1:
In this section of the interview, Brianna shows the observer the word wall. She
describes how her teacher introduces new words to the class as well as the
importance of the word wall to her personally.
Listen for Brianna’s understanding of the role the word wall plays in her
classroom… Please play the clip.
(after the clip) #2:
Notice that Brianna can explain exactly how the words are put up on the word
wall, how it is to be used (“for tricky words”), how the words are chosen for the
word wall, and that she doesn’t use it herself, but others do. As an observer
rating this text type, I would give Brianna a “5.”
Slide 96:
#1:
In this section of the interview, Brianna shows the observer the collection of
biographies on display in her classroom. This collection is prominently displayed
and greets the students and visitors as they step into the classroom.
Listen for the reason Brianna says her teacher has these books available for
the children… Please play the clip.
(after the clip) #2:
Notice that Brianna can explain exactly what a biography is in the first place and
then goes on to explain how often they use the books. In addition, she tells of
the importance of the books in her classroom and their purpose. She also
identifies her favorite, The Story of Helen Kellar, because it made her “cry
more.”
As an observer rating this text type, I would give Brianna a “5” for Tradebooks.
Slide 91:
For the purposes of the TEX-IN3 inventory a single holistic score is assigned
for each of the students interviewed. The holistic score is assigned in
consideration of the students’ responses on the scales of: knowledge of form,
knowledge of function, use, valuing, and (optionally) critical stance. It is not the
average of these scores although the relationship should be consistent. This
holistic scale is to be applied in consideration of the student’s developmental
level and/or grade level. The scale is most difficult to apply when the range of
texts in the classroom is limited. In these cases, it may be difficult for the
student to score much higher than a four on this scale. The score is recorded
on the last page of the data summary sheet.
Slide 92:
The teacher interview is focused on the teacher's intentions for and valuing of
the texts in the classroom at the time of this observation. This interview might
be completed without the students present in the classroom, perhaps after the
students have been dismissed for the day. The interview has two tasks for the
teacher to complete. First, the teacher will rate the texts according to his/her
intentions for and valuing of the seventeen text types. Secondly, the teacher
will rank the texts according to the level of importance he/she places upon the
texts. In addition to these two tasks, you will assign a holistic rating of the
teacher’s intentions, understanding, organization, plans, and uses of the various
types of texts. Show the teacher the card pack describing the different text
types. Note that there are seventeen text types included in this packet and on
the table in the assessment protocol. The category of “Teacher Guide/Manual”
is added to the list. Present the teacher with each text type and offer a brief
explanation (refer to examples that you have encountered during the
observation period in this classroom). Ask the teacher to rate each of the text
categories in terms of its importance in the classroom instructional program.
The rating scale is from a (5) high rating of importance; to a (3) mid-level of
importance; to a (1) low level of importance (1). The teacher may assign
intermediary levels if he/she so desires (for example, a two or a four). Next,
invite the teacher to comment on the texts and tell in what ways are valued.
Probe specifically for “intentions and learning goals” related to the texts. Take
notes that reflect the teacher’s explanations. This is a rating of the intentions
and values the teacher has placed on the text at the time of the interview. If
the teacher makes a comment concerning the values and intentions he/she
should be placing on a particular type of text, then note the comments in the
appropriate section. Do not let teacher-reported information affect the overall
rating; that rating should only reflect the texts that are observable in the
classroom. Conclude the interview with a discussion of the texts that the
teacher would like to have that or not there or more of in the classroom.
Record the responses on the interview protocol.
Slide 93:
In this section of the interview, the teacher talks about the use of leveled
books in her classroom.
Listen for the role that leveled books play in her instruction and the value she
places on them. Please play the clip.
Slide 94:
#1:
In this section of the interview, the teacher talks about the use of portfolios in
her classroom.
Listen for the role they play in her instruction and the value she places on
them. Please play the clip.
(after the clip) #2:
Interestingly, this teacher rates portfolios a “3” in terms of how she uses them
in her classroom. However, she states that they are very important and she
feels she should do more with them in her classroom. Be sure to make note of
this in the protocol—you should document the way in which she uses the texts at
this moment in time, but also make note of her thoughts of “how I should be
using them” in the comment section.
Slide 95:
In this section of the interview, the teacher talks about the use of tradebooks
in her classroom.
Listen for the role they play in her instruction and the value she places on
them. Please play the clip.
Slide 96:
After the teacher rates the importance of each of the text categories, ask the
teacher to rank the texts from 1 (most valuable) to 17 (least valuable).
Encourage the teacher to consider the impact of the texts on student learning,
the use of the texts during instruction by the teacher, and the use of the texts
by the students. Record the teacher's comments during both the rating and the
ranking process. Based on the data from this interview, you will rate the
teacher’s intentions, understandings, organization, plans, and uses of the texts
in the environment.
Ranking is a challenge and can produce frustration when there are many things
that are valued. Encourage the teacher to begin by grouping the ones that are
most important and then break these down into sub-groups. Note the teacher’s
rationales for the rankings. Record the teacher’s order of the texts in the
inventory packet.
End the interview with questions regarding other texts that they would like to
have for the classroom that are not currently there, other texts used
substantially outside the teachers' classroom, the percentage of the texts
owned by the teacher personally, the school, or the children, as well as any of
the texts in their classroom they would like to eliminate.
Slide 97:
Using the rubric provided in the observation protocol, the observer would
determine a holistic rating for the classroom text environment. This rating
should be assigned after the visit is completed.
Slide 98:
The debriefing interview marks the conclusion of the visit. It can be scheduled
to follow directly the teacher interview or it can come after a break. There are
three goals for the debriefing interview. The first goal is to clear up any
questions that may be lingering from the earlier data collection activities. The
observer is free to return to any segment of the data collection for
clarification. Be sure to ask if this observation day was similar in nature to
"normal" instructional days
The second goal of the interview is to provide feedback to the teacher
regarding the visit and the data that was collected. Talk through the
inventories of texts and the notes taken. Talk through the observations and the
interviews with students. It is not necessary for you to report your assignment
of rubric scores on the text inventories. However, you can share your scoring of
the students and their interviews regarding the texts in the classroom. Find
positive features of the classroom text environment to comment on to the
teacher.
Slide 99:
Observer Comments on Observation Day
In this section, make any comments (general or specific) to the Observation day.
Include any irregularities, questions, accommodations that took place during the
observation.
Slide 100:
Use the Data Summary sheet on page 3 in the Observation Protocol to
summarize the time allocated in the school day for each subject as well as the
actual time spent on each subject.
In addition, please tally all generated data columns and make sure you have
assigned holistic ratings where appropriate.
Finally, please return your Protocol to your site director as soon as possible.
Appendix A
Practice In-Use Observation Forms
Appendix B
Practice In-Use Observation Answer Forms