CALL Implementation Look Fors
Grade Level: ______________________
Classroom Environment
Dates of Meetings or Observations
Clean and uncluttered
Classroom library with variety of books, organized
Defined areas for small groups and large groups
Current topic of study is evident
Evidence of standards based unit of study
Easel for shared reading/interactive writing
Literacy centers easily stored and accessed
Word wall in clear view for students’ use
All print/bulletin boards are purposeful
Interactive writing is attractively displayed
Schedule includes all elements of the framework
Program Implementation
The teacher uses every element in CALL every day.
In I-CALL, the teacher uses interactive read aloud, independent
reading and independent writing and direct instruction in reading
and writing (could include shared reading, interactive writing,
interactive editing, reciprocal teaching, book clubs , guided
reading)
During independent reading:
• students are reading easy or just right books for the required
amount of minutes
• teacher is conferring with students and taking notes
During interactive read aloud:
• teacher is modeling reading comprehension strategies using think
aloud
• teacher is clarifying vocabulary
• students are interacting with the text by questioning and
noticing previously modeled teaching points
During shared reading:
• teacher is modeling fluent reading of enlarged text that all
students can see
• students are practicing using proficient reader strategies as
they read with the teacher
CALL, 2004
During guided reading/book clubs and literacy centers:
• teacher is meeting with small groups of students for 10-15
minutes
• students who are not with the teacher are meaningfully engaged
in literacy centers or independently reading/writing
During independent writing:
• teacher is conferring with students and taking notes
• students are engaged in the writing process (planning, drafting,
revising, editing and publishing)
During interactive writing:
• teacher and students are creating a text that will serve as model
and resource
• teacher is instructing students who are not scribing
Instructional Practices
Students independently access materials needed
There is a balance between teacher and student talk
Transitions between elements are quick and smooth
Teacher uses clear, understandable language; teaching points are
explicit
Teacher provides model of the skill or strategy being practiced
Teacher checks for understanding; knows when student is
confused
The teacher uses wait time
The teacher uses appropriate level text for purpose of the text
Teacher promotes higher level questioning and thinking
Assessment
Teacher uses anecdotal records to monitor student progress
Running records are taken and analyzed for students in guided
reading groups
Rubrics are used to analyze writing
The teacher encourages students to assess their own work and
explain their thinking.
Key: NA
NE
E
D
M
not observed
not evident
emerging
developing
mastery
CALL, 2004