CLASSROOM WALKTHROUGH CHECKLIST
Focus on LEARNERS & RELEVANCE
Student Engagement
Focus on INSTRUCTION & RIGOR
Differentiation
Whole Class
responding to questions
Development
Focus on ENVIRONMENT & CULTURE
Classroom Appearance
Instructional Practices & Strategies
Classroom Discussion
-lead discussion/presentation
-directed Q & A
/data is displayed
Classroom Management
Check for Learning/Understanding
understand
behavioral expectations
tal Group Response (e.g., whiteboards,
show of hands, choral response)
Small Group or Paired
responsibility for effective operations
Lesson Design
–
Collaboratively problem-solving
Direct Instruction
Individual
-alouds
-teaching
do, you do”
oral/written)
re-directing
Instructional Materials/Technology
-on materials used
classroom
programs used
y resources used by
teacher to enhance teaching and learning
to enhance lesson delivery (e.g.,
computer, document camera, projector,
audio, smartboard)
aster
grade-level content standards (e.g.,
computer, online resources, podcasting)
g information
Level(s) of Student Work
nages/monitors many
activities simultaneously
acher displays energy & enthusiasm
Classroom Culture
student-teacher
relationships are evident
questions, concerns, or needs
(e.g., using Leader in Me components)
Notes:
Notes:
Notes:
Activity
Things that have done well
Things that need improvement - Solutions
CLASSROOM WALKTHROUGH CHECKLIST
PHONICS/PHONEMIC AWARENESS
FOCUS ON LEARNERS
FOCUS ON INSTRUCTION
Independent practice, Wrap up
participate well
Interesting introduction with videos, audios, pictures…
Assessing student understanding and focus on students with
lower level
Assign homework
Check homework
Mix and match VAK learning styles during the lesson
Be patient and calm
Good classroom management
Notes:
Notes:
CLASSROOM WALKTHROUGH CHECKLIST
VOCABULARY/HFW/WORDS TO LEARN
FOCUS ON LEARNERS
know how to spell and pronounce the words
can use the words
FOCUS ON INSTRUCTION
Independent practice, Wrap up
le time for each part
PPT Presentation (words, illustrations, definitions, examples)
Follow routine to teach new words
Assess student understanding and focus on students with lower
level
Notes:
Notes:
CLASSROOM WALKTHROUGH CHECKLIST
READING COMPREHENSION
FOCUS ON LEARNERS
can read the text
remember HFW and oral vocabulary in the text
can retell the story
remember the skills and strategies in the lesson
can apply the skills and strategies to analyze the text
FOCUS ON INSTRUCTION
Introduction, Guided practice,
Independent practice, Wrap up
Follow routine to teach reading comprehension
Assess student understanding and focus on students with lower
level
Notes:
Notes:
CLASSROOM WALKTHROUGH CHECKLIST
GRAMMAR/WRITING
FOCUS ON LEARNERS
understand the lesson
FOCUS ON INSTRUCTION
Lesson plan has 4 parts: Introduction, Guided practice,
Independent practice, Wrap up
Check student work individually
Assess student understanding and focus on students with lower
level
Notes:
Notes:
TEACHING PROCEDURE
READING COMPREHENSION
Day 1: 90 minutes
A. Guiding
1. Introduce new words:
- Remind students of HRW, Oral Vocabulary
- Introduce Selected Vocabulary (difficult words)
2. Introduce the text:
- Talk about the Genre and the Author, Illustrator
3. Set purpose:
- Essential question
- Tell students what they will do during the reading.
B. First read:
1. Read the text:
- Teacher and students read the whole text together. (Ask students to point at the words as they read).
- Reread each page. Teacher asks questions at each page (following the teacher guide).
2. Retell/Summarize:
- Ask students to retell the story or summarize the text. Teacher should organize a game/activity to make it more interesting.
- Teacher checks and give comments
- Call students to share in front of the class.
3. Homework:
- 10 questions in Grab and Go (Teacher Resources -> Grab and Go Resources -> Access the Hub -> Weekly lesson booklets and
Benchmark and Unit tests -> Comprehension)
Day 2: 90 minutes:
A. Review:
1. Review the introduction:
- Remind students of the Genre and the text.
- Ask them questions about the text (main idea, key details, character, setting, events…)
(Read the second read part in Day 1 and Day 2 in the teacher guide)
B. Second read:
1. Reread: All read together.
2. Analyze the text: Skills and Strategies
- Introduce the skills/strategies of the lesson. (Guide the students with simple examples so they understand the skill and strategy)
- Show graphic organizer, explain the purpose and the parts of the graphic organizer.
- Guide students how to complete the graphic organizer. Teacher should ask questions to lead to the answers. Complete the
graphic organizer on the board and ask them to write down in their notebook.
- Graphic Organizer (Teacher Resources -> Grab and Go Resources -> Access the Hub -> Additional Resources -> Choose the
one you need).
3. Homework: Reading Independent in Reader notebook, Leveled Readers book.