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.