PRESCHOOL CLASSROOM

WALKTHROUGH
School Site:
Teacher: Date: Observer:
CLASSROOM ENVIRONMENT (ECERS-3: Space and Furnishings pages 15-27)
☐ Furnishings child-sized; arranged with space to move freely
☐ Defined cozy area with soft furnishings
☐ Quiet area for one-two children to work
☐ Children's work/photos predominate in classroom displays
☐ Authentic representation of family culture
☐ Current NM preschool lesson plans posted and complete (pages 1 and 2)
☐ Schedule is posted in a child-friendly format
LEARNING CENTERS/ACTIVITIES (ECERS-3: Learning Activities pages 47-67)
☐ At least eight well-equipped learning centers (see NM Preschool Lesson Plan) with materials for child
choice
☐ Each center has the focus indicator (objective) from the New Mexico Early Learning Guidelines (ELG)
clearly posted. ELG changes as activities change.
☐ Learning is hands-on and interactive; worksheets are not appropriate
☐ Art activities are process-oriented (not coloring sheets or teacher cut-outs)
☐ Teacher and educational assistant actively participate in center activities, scaffolding instruction and
conversing with children
☐ Materials are rotated to reflect and enhance interest
☐ Books, writing and drawing materials are available in each center (Ex: cookbook and shopping list in
dramatic play; building books, maps, markers and paper in the block center)
☐ Learning embedded in play through use of educational games and play materials
☐ All centers open and available to children for at least one hour for 450 hour programs and two hours
for 900 hour programs
☐ There is a balance of teacher-directed and student-directed centers/activities
GROUPING FOR LEARNING ACTIVITIES (ECERS-3: Program Structure pages 79-83)
☐ Whole group activities are limited to 15 minutes
☐ Majority of activities in small group (10-15 minutes) or individual
☐ At least one small group time daily for 450 hour programs; must be outside of center time for 900
hour programs
☐ Many opportunities for children to select group activities
☐ Children wait less than three minutes during transitions and are engaged in phonological awareness
or math activities during wait
☐ Electronic media use limited to 15 minutes per child, 30 minutes per week in ½ day programs; 60
minutes per week in full-day programs

TEACHER ROLE (ECERS-3: Interactions pages 69-77)

Please pick a section as your focus during each walkthrough. All sections of the walkthrough should be
completed by the end of the school year.
1
Adapted from a document developed by Susan Workman and Peggy Soria for Central Consolidated Schools
PED NM PreK Revised BK 7-14-2017
 PRESCHOOL CLASSROOM
WALKTHROUGH
☐ Shares classroom oversight with EA (if applicable) to ensure safety of all
☐ Actively engages with children; assists children to interact with peers
☐ Provides a predictable, but flexible routine
☐ Adjusts/scaffolds activities so all children succeed
☐ Accepts children's independent attempts
☐ Helps children learn discipline by modeling self-control, problem solving, and effective praise
☐ Provides provocations to increase learning by getting children to go further in their thinking
☐ Documents children’s learning
TEACHER LANGUAGE (ECERS-3: Interactions pages 69-77)
☐ Language is warm and respectful
☐ Most language is used to exchange information or for social interaction, rather than to manage
behavior
☐ Teacher encourages language development:
☐ Conversation (5 or more exchanges) ☐ open-ended vs. right answer questions
☐ expands on child’s comments ☐ how and why questions
☐ home language is heard ☐ asks for predictions
☐ uses realia, discussion, books and technology to build background knowledge
INTEGRATION OF LITERACY (ECERS-3 Language and Literacy pages 37-45)
☐ Reading and writing materials are available throughout the room. Literature (fiction) and
informational (non-fiction) books are readily available (Classroom should have a minimum of 20
books available for 10 children or 30 books for 15 children plus one more for each additional child;
ideally, classroom should have 5 books per child available)
☐ Informal reading to individual children or small groups occurs daily (should include informational text
– must be documented)
☐ Teacher models finding evidence in text to support responses as well as using books and technology
to gain information to answer children’s questions.
☐ Phonological awareness activities occur throughout the day
☐ At least one large group read-aloud per day
☐ Alphabet is posted at children’s eye level
☐ Letter names and sounds are taught holistically, not “letter of the week”
☐ Teacher models writing with “think-alouds” using strategies such as morning message
☐ Materials and environment labeled in English, Diné (Navajo), Spanish, and other home languages as
appropriate
☐ Children’s books are available in English, Diné, Spanish, and other home languages as appropriate
☐ Staff has an organized method of tracking that all children are read aloud to individually or in
groups of 2 to 4 at least once a week for 450 hour programs, twice a week for 900 hour programs
☐ Staff label child’s work with dictation from the child
☐ Children’s attempts at writing are valued, encouraged and appropriately scaffold to the next

Please pick a section as your focus during each walkthrough. All sections of the walkthrough should be
completed by the end of the school year.
2
Adapted from a document developed by Susan Workman and Peggy Soria for Central Consolidated Schools
PED NM PreK Revised BK 7-14-2017
 PRESCHOOL CLASSROOM
WALKTHROUGH
developmental level (Handwriting worksheets or requiring lined paper is not appropriate)
☐ Other literacy/communication materials available (interactive boards, flannel boards, listening
center, games, puppets, etc.)
INTEGRATION OF MATHEMATICS AND SCIENCE (ECERS-3: Learning Activities pages 59-63)
☐ Materials for counting, measuring, comparing, ordering and sorting, size and shape, and written
numbers available throughout the room
☐ Intentional small and large group math and science activities occur throughout the week
☐ Realia is evident in science center, along with magnifying glass and other tools for observation
☐ Intentional sensory experiences are included weekly
☐ Informational text books with math and science topics are available in the centers and read aloud to
children
☐ Teacher models finding evidence in text to support responses as well as using books and technology
to gain information to answer children’s questions
☐ Daily activities and routines promote acquisition of numeracy skills (one-to-one correspondence,
number sense, etc.)

Comments/Recommendations:

Clarifications/Rationale

Please pick a section as your focus during each walkthrough. All sections of the walkthrough should be
completed by the end of the school year.
3
Adapted from a document developed by Susan Workman and Peggy Soria for Central Consolidated Schools
PED NM PreK Revised BK 7-14-2017
 PRESCHOOL CLASSROOM
WALKTHROUGH

Classroom Environment should provide a comfortable transition from home to school. A cozy area is
a place where children can relax away from more active play, such as a comfortable reading area;
softness includes puppets, cushions, pillows, etc.

Conversations should strive to extend to five or more exchanges.

Dictation involves writing down children's comments for them to see on art work, class charts, class
books, etc.

Family Culture can be represented by items familiar to children present in dramatic play, family
photos, favorite books or tapes of songs from home, etc.

Learning Centers must include at a minimum: class library, writing, math, dramatic play, art, blocks,
science/sensory, manipulatives. Computer centers are optional, and children must be limited to 15
minutes at a time, no more than 30 minutes per week of screen time for ½ day programs.
Literacy Includes Informal Reading to an individual child and/or small groups daily (must be
documented).

Realia (actual items) should be used instead of photos or models whenever possible.

Teachers Accept Independent Attempts rather than correcting children's work or doing it for them
to produce a product. Teachers engage with children to scaffold learning and encourage children to
complete projects through their own efforts.

Teachers Expand Language to slightly more complex language than that used by a child (e.g., if a
child points and says "Truck," the teacher might say, "Yes that is a big, red fire truck").

Transitions should be well planned (rather than having children wait silently in line, teachers use this
time for counting and phonological awareness activities including rhymes, songs, etc.) to keep
children engaged.

Please pick a section as your focus during each walkthrough. All sections of the walkthrough should be
completed by the end of the school year.
4
Adapted from a document developed by Susan Workman and Peggy Soria for Central Consolidated Schools
PED NM PreK Revised BK 7-14-2017