Implementation Guide: Comprehension
Directions:
Use this same form over an extended period of time, as a
data source to help support the study of implementation for
educators and administrators trained in this area. This form
may be used for observation, coaching, collaborative group
study (PLC), and/or discussion. This is not intended for
teacher evaluation.
Observer: ______________________
Teacher: _______________________
Grade Level: _______________________
School Year(s): _____________________
Comprehension
●
●
●
●
●
●
The Literate Environment
Teacher Behaviors
Student Behaviors
(Observed over time)
(Observed over time)
(Observed over time)
The classroom library is well organized, accessible and
inviting
The classroom environment is filled with text (30 trade
books per student)
The classroom is organized so that students have lots
of time to read (45-60 min. per day)
Conversational talk is emphasized in the classroom
There is evidence of a rich oral and written vocabulary
in the classroom
Classroom includes charts, posters, bulletin boards
that remind students of reading and writing strategies
that they are to use
●
●
●
●
●
●
Teacher states the lesson objective (by the end of this
lesson you will be able to....)
●
Students practice concept or strategy with teacher guidance
Teacher introduces concept or strategy
●
Students practice concept or strategy independently
Teacher models or demonstrates application of the
strategy
Teacher guides students in practice and uses
observation data to guide next steps
●
●
●
Teacher monitors for transfer of concept or strategy to
authentic reading situations
Teacher frequently assesses what is taught and
provides corrective feedback
Literacy Excellence 2007-2008
Resource provided by AEA 267 © 2007 — Permission granted to educational organizations to copy and use
http://www.aea267.k12.ia.us/literacyexcellence
●
Students apply concept or strategy to authentic reading
situations
Students have a clear idea of their own progress/success in
learning
Before reading, students:
identify purpose for reading
activate their background knowledge
preview text
make predictions about text
Students identify when vocabulary is interfering with
comprehension and apply word learning strategies to
support their understanding
1
●
●
●
Multiple opportunities are provided for students to read
under teacher guidance
Writing is an integral part of the classroom context (45
minutes per day, at least)
●
●
●
●
●
●
●
●
●
Before reading, the teacher:
sets purpose for reading
activates students’ background knowledge
previews text
has students make predictions
Teacher uses “think alouds” while reading orally to
model comprehension strategies
●
●
Students attend to text structure to aid comprehension
Students create visual representations (graphic and
semantic organizers) to aid comprehension
Teacher draws students’ attention to text structures
which support comprehension
●
Students identify important ideas in text
Teacher presents or reviews challenging vocabulary
●
Students summarize what they read
Teacher guides students in creating visual
representations
Teacher guides students in determining the important
ideas in what they read
Teacher guides students in summarizing what they
read
●
●
●
Students generate questions (including higher-level
questions) regarding text
Students use discussion to generate and answer questions
(including higher-level questions) about what they read
Students monitor their comprehension before, during and
after reading text by explaining how, when and why they are
using a strategy
Teacher guides students in generating questions for
text (including higher-level questions)
Teacher guides students in monitoring their
comprehension before, during and after reading
Teacher models comprehension strategies across
multiple content areas
Literacy Excellence 2007-2008
Resource provided by AEA 267 © 2007 — Permission granted to educational organizations to copy and use
http://www.aea267.k12.ia.us/literacyexcellence
1