National Literacy Strategy: teaching checklist
This checklist has been devised to help with lesson observations. No single
lesson will contain all the features listed, but you can use the checklist to note
aspects of teaching that you see in each part of the lesson.
In shared reading, the teacher:
 Gives a clear start to the lesson
 Ensures that all pupils can see the teacher and text clearly
and take part in the lesson
 Shares the learning intention with the pupils
 Maintains a brisk pace, giving a good model when reading
 Encourages children to use their phonic knowledge and
previous learning to decode new texts
 Asks a range of questions to develop pupils comprehension
 Targets individuals, pairs or small groups with particular
questions
 Gives pupils opportunities to discuss and refine their
answers to questions
 Makes sure that support staff give discreet support to
children
 Organises the session to move smoothly onto the next phase
of the literacy hour
 Uses drama activities to help children engage with the text
 Records as a checklist conventions for that genre / style of
writing, identified as part of the lesson.
In shared writing, the teacher:
 Shares the learning intention with the pupils
 Activates pupils prior knowledge of the text type to help them
compose quality class texts
 Acts as a scribe for the class
 Scaffolds pupils learning through use of teacher
demonstration, teacher scribing, and supported composition
 Gives pupils time to discuss, refine and/or record their ideas
 Returns to texts written earlier and improves them
 Embeds word and sentence level teaching within the shared
writing session to give a practical model of how to apply
techniques learned previously
 Makes use of checklists and classroom displays generated
as composition aids during the unit of work
 Makes links to knowledge gained in other curriculum areas
Medway Literacy Team
 Makes clear the expectations for the quality and quantity of
independent / guided writing work following on from the
shared session
In word/sentence level work, the teacher:
 Shares the learning intention with the pupils
 Maintains a brisk pace to the teaching
 Uses a variety of interactive teaching methods to engage all
pupils
 Poses challenging questions where the pupils have to use
their knowledge and understanding to explain the
conventions they have identified
 Makes effective use of support staff to work with pupils or
assess their learning
 Sets clear expectations for the application of the conventions
learned in all class work including work outside the literacy
hour
 Organises the hour so that word / sentence work feeds
smoothly into the next part of the lesson, i.e. timetabled
immediately before a linked independent activity.
 Tells children, what if anything, needs to be prepared for the
plenary, i.e. a question for an investigation where they need
to bring the answer to the plenary
In guided reading, the teacher:
 Shares learning intentions of the session with the children
 Introduces the book, including a strategy check
 Allows time for independent reading
 Makes time for a response to the text
 Makes use of pre-planned open questions that encourage
pupils to explain and discuss their understanding of the text
 Uses a range of comprehension questions to deepen pupils
understanding of the text
In guided writing, the teacher:
 Has planned the session to meet the specific needs of the
group
 Makes time for ‘talk for writing’ to develop pupil’s ideas when
composing text
 Has set targets and clear criteria for success in the writing
task
 Maintains the pace of the writing session
Medway Literacy Team
 Makes time to evaluate the writing against the success
criteria
 Gives feedback that celebrates success and sets targets for
the next piece of work
For independent work, the teacher:
 Has planned activities that support and extend the learning
started in the whole class sessions
 Has given a clear introduction to the tasks
 Sets clear time scales and expectations for the tasks
 Has differentiated tasks for different groups
 Makes appropriate use of support staff
 Has planned and shared task with support staff
 Avoids interruption by making sure that independent groups:
o Know where to find resources
o Know what to do before asking the teacher for help
o Know what to do if they finish early
In the plenary, the teacher
 Corrects misconceptions that have been noted during guided
and independent work
 Uses the time to formatively assess attainment
 Encourages pupils to improve work, and self evaluate their
learning
 Extends children’s learning by developing concepts further
 Makes opportunities for children to articulate their learning
and explain their ideas to each other in pairs, groups and as
a class
 Sets challenges and investigations as preparation for the
next lesson
Medway Literacy Team