Purpose Built Schools Atlanta
ELA Core Literacy Block Observation Template
School:
Number of Students:
Teacher:
Date:
Indicators:
Notes:
1. Standard/ Learning goals are communicated:
 Standard posted  Standard referenced  Students use language of the standard
 Students communicate learning goal/s  Not Evident  Unable to determine
2. Lesson Component Observed:
 Welcome  Launch  Learn  Land  Wrap  Deep Dive
 Opportunities for Additional Practice  Not evident  Unable to determine
3. Grouping Format:
 Whole group  Small Group  Paired  Individual
 Combination of Formats
4. Student Engagement Level:
 Highly engaged – authentically engaged
 Well managed – willingly compliant, ritually engaged
 Somewhat engaged – most students participate in the assigned tasks
 Off task – students actively reject the assigned task or substitute
another activity
 Routines and procedures for a safe and orderly environment show students take
ownership and responsibility for learning
5. Implementation Practices/ Pacing:
 Pace is appropriate
 Provides instruction at the time designated for Core instruction
 Maximizes the amount of time students are engaged in Core learning tasks
 Follows the selected program’s lessons with integrity
 Provides corrective feedback and positive reinforcement.
 Not evident
ELA/Literacy Shifts for CCGPS
6. Focus on a High Quality Text(s):
 Lesson is focused on a text or multiple texts
 Texts are at or above the complexity level expected for the grade
 Text(s) exhibit exceptional craft and thought and/or utilized to provide useful
information for teaching standard(s)
 Not evident
7. Text Dependent Questions and Tasks:
 Students are engaged in reading, writing, speaking and/or listening about complex
text throughout the lesson block
 Addresses the text by attending to its structure, concepts, ideas, events and details
 Requires students to cite evidence from the text and demonstrate understanding
 Supports students with the building and facilitation of academic language
 Guides students in delving deeper into text and graphics
 Not evident
8. Vocabulary Instruction – Deep Dive:
 Word description provided
 Students use vocabulary in activities
 Students restate (in their own words)  Students “play” games with vocabulary
 Students talk to each other about vocabulary
 Students create Non-Linguistic Representation
 Not evident
9. Grammar Instruction- Deep Dive
 Rules for concepts are taught
 Students create own examples of concept
 Examples of concept are provided  Students applies concept(s) in writing
 Not Evident
10. Differentiation and Scaffolding:
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Grade:
Time:
Uses flexible grouping strategies to accommodate learning needs/goals
Scaffolds tasks as needed to meet the diverse learning needs of students
Varies tasks to allow students to demonstrate understanding of content
Incorporates strategies/practices to support students with grappling complex text
Provides support on building students’ academic vocabulary and grammar skills
Not evident
Indicators:
Notes:
1. Guided Reading/ Teacher Led
a. Preparation
 Focus on Reading Strategy  Focus on Reading Skill  Focus on Reading
Standard
 Appropriate level text is provided to give students opportunities to practice
 Not Evident  Unable to determine
b. Before Reading:
 Book Introduction
 Models Strategy
 Gives Examples
 Not evident
 Reading Strategy or Standard Communicated
 Provides Direct Instruction of Strategy or Standard
 Opportunities for Guided Practice
c. During Reading:
 Listens to students read independently and/or in pairs
 Takes notes on reading behaviors used/not used
 Coaches students individually as needed  Students apply strategy  Not evident
d. After Reading:
 Engage in comprehension review and discussion
 Clarify misconceptions and address confusion
 Follow-up with selected students on specific behaviors observed during reading
 Ask varied levels of questions to assess comprehension and to evoke critical thinking
 Provide follow-up tasks (i.e. response to reading, fluency pairs, etc.)
 Not Evident
2. Independent Reading/ Read to Self
 Utilize data to determine independent reading level
 Students read text at independent reading level/ range (i.e. leveled books, Raz, AR)
 Students listen to text being read at independent reading level/ range
 Provides opportunities for students to complete response to reading tasks (i.e.
comprehension questions, literacy role sheets, retelling/ summarizing tasks, etc.)
 Not evident
3. Word Work and/or Vocabulary
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Utilize data to determine appropriate tasks/ activities for groups/ stations
Students experiment with phonics principles, spelling/word patterns, affixes
Students experiment with sight/high frequency words
Students using manipulatives to support learning
Not evident
4. Grammar/ Writing:
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Spiral Review of pre-requisite grammar skills, concepts and/or language standards
Students create own examples of specific grammar concepts
Students apply grammar concepts in writing
Students write in response to reading
Students complete graphic organizers to support writing task/prompt (i.e. TEEEEC)
Not evident
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Recommendations/ Next Steps:
Enter Notes/Additional Items
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