#1 -- Observations of the Language Arts Classroom
Impressions of Language Arts Learning Opportunities
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Date Click here to enter text.
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1. Are there any language arts pictures, posters, or bulletin boards on the walls? What do they
depict?
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2. What, if any, student work related to language arts is displayed in the classroom?
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3. How are the students’ desks arranged for most language arts lessons? Why do you think they are
arranged that way?
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4. What types of independent activities related to language arts development are available for
children to use when they are not working with the teacher? What management procedures does
the teacher use to aid children in working independently without excess confusion for the students
or unnecessary disruption in the classroom?
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5. In what ways does the teacher encourage the children to find their own answers to questions
about language arts when they are working independently or in groups? Explain your answer.
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6. What types of technology are available for the students to use during language arts lessons or
during independent work?
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#2 -- Observations of the Language Arts Classroom
Students learning about listening and talking
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Date Click here to enter text.
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1.
What verbal interactions did you see between student to student?
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2.
Did you notice any type of turn taking or question and answering between students or teacher
and student while conferencing? What type of questions were asked?
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3.
What type of small or large group discussions about literature did you observe?
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4.
How were students learning to lead listening and talking themselves as independent learners?
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#3 -- Observations of the Language Arts Classroom
Students Learning about the Writing Process
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Date Click here to enter text.
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1.
What type of writing did you observe in your assigned classroom?
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2.
How did you notice whether the students were interested in writing?
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3.
How did the teacher communicate the writing process?
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4.
How were students engaged in drafting, revising, editing and publishing?
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5.
How did peers interact regarding the writing process in order to become independent learners?
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#4 -- Observations of the Language Arts Classroom
Students learning through visual cues
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Date Click here to enter text.
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1.
What type of visual learning took place in your classroom?
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2.
Did you notice any use of graphic organizers, art facilitating learning, graphics
representing learning as part of the language arts instruction?
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3.
How did your teacher(s) incorporate humor into their teaching?
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#5 -- Observations of the Language Arts Classroom
Students learn about different types of Literature
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Date Click here to enter text.
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1.
How did your teacher incorporate teaching and learning about different types of genres of stories
in their classrooms?
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2.
Did you notice any type of storytelling or readers theatre use in your classroom?
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3.
What genres did students seem to prefer in your classroom?
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#6 -- Observations of the Language Arts Classroom
Students learn how to conduct research
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Date Click here to enter text.
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1.
How did students research an unfamiliar topic?
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2.
Did students use technology to search any unknown facts? What types of things were they
looking for?
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3.
What types of non-fiction topics interested your students?
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#7 -- Observations of the Language Arts Classroom
Students learn about poetry
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Date Click here to enter text.
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1.
What types of poetry have you seen students writing?
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2.
Did you see the teacher reading any poetry to the students and what authors were of interest?
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3.
Did your students seem to be interested in poetry of more interested in narrative writing?
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#8 -- Observations of the Language Arts Classroom
Students learn how to spell
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Date Click here to enter text.
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1.
Describe any spelling instruction you have seen in your classroom?
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2.
How do students practice spelling words either at home or at school?
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3.
How are spelling words/lists incorporated into writing and reading?
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#9 -- Observations of the Language Arts Classroom
Students learn about proper handwriting
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Date Click here to enter text.
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1.
Describe how you have seen handwriting instruction presented in your classroom.
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2.
How do the students practice handwriting?
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3.
How is handwriting incorporated in reading, writing and spelling?
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4.
How is handwriting assessed for a “grade”?
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