Balanced Literacy Observation Form

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Balanced Literacy Observation Form
Teacher __________________________________ Observer _______________________________________
School year ______________________
Date of observation ___________________ Observation # _____
Observation occurred: Before reading ________ During reading ________
After reading ________
Physical Environment
A. Many different types of authentic reading materials such as magazines,
newspapers, novels, and nonfiction works are displayed and are available for
children to read independently.
B. The classroom has a reading area such as a corner or classroom library, where
children are encouraged to go to read for enjoyment.
C. An area is available for small-group reading instruction.
D. The classroom environment indicates that reading and writing are valued and
actively promoted (e.g., purposely writing is displayed, journals are maintained,
Word Walls are used, book talks and read-alouds by teacher occur regularly).
E.
C
O
R
N
Classroom Climate
A. Balance of quiet and talk activities.
B. Interactive conversations concerning reading and writing.
C. Expectations are clear to students, and they can self-regulate.
D. Active participation and social interaction are integral parts of reading instruction
in this classroom.
E. The classroom environment indicates that reading and writing are valued and
actively promoted (e.g., purposely writing is displayed, journals are maintained,
Word Walls are used, book talks and read-alouds by teacher occur regularly).
F. Higher level questions are asked by the teacher and students.
G. Independent literacy work may be open-ended, encouraging higher level skills.
H. Transitions between activities are smooth and efficient.
I. Evidence of on-going assessment of student progress.
J. Community and cooperation.
K. Students encouraged to take risks.
L.
C
O
R
N
Word Study
A. Imbedded in all other aspects of balanced literacy.
B. Focus on patterns found in words to enhance reading and spelling.
C. Open and closed word sorts.
D. Use of word walls.
E. Emphasis on increasing vocabulary for reading and writing.
F.
C
O
R
N
Shared Reading
A. All students have access to text.
B. Specific teaching points are evident.
C. Parts of text are highlighted to reinforce teaching point.
D. Text read repeatedly.
E.
C
O
R
N
David Cox Road Elementary
2011-2012
Read Aloud
A. Selection is appropriate for age and interests of students.
B. Uses a variety of types of text for read aloud.
C. Teacher models reading strategies through “think alouds”
D. Students invited to respond to read aloud selections.
E. Specific teaching points are evident.
F.
C
O
R
N
C
O
R
N
Guided Reading (Small Group)
A. Teacher working with small, flexible group (5-6 students).
B. Group has similar needs, determined through assessment.
C. Text used presents challenges and supports to students.
D. Teacher provides support through introduction to selection, highlighting key ideas,
vocabulary, etc.
E. Students read text independently with teacher available to provide support.
F. Teacher and students return to text for a teaching point after reading.
G. Teaching points are evident and clear to students.
H. Teacher making anecdotal notes about individuals and group.
I. Teacher listening to individuals read.
J.
Independent Reading or AR Time
A. Students know how to select appropriate books for themselves.
B. Students reading independently.
C. Students self-select reading material.
D. Teacher conferencing with individuals.
E. Students may be responding to text through writing or some other form.
F.
Key to checklist
C = Commendation (4)
O = Observed (3)
R = Recommendation (2)
N = Not applicable (1)
This component was observed and was judged to be of very high quality
This component was observed and was judged to be of satisfactory quality..
This component either was not observed or was judged to be of unsatisfactory quality.
This component was not observed because it was not appropriate for the lesson.
COMMENTS:
David Cox Road Elementary
2011-2012