Language and Literacy Classroom-Assessment
Section 1: Print-Rich Environments
Teacher: _______________________________
Coach/Director: _________________________
Classroom Age Group: _________
Date: _____________
Yes
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No
Children’s names appear in 3 or more visible locations throughout the classroom (cubbies,
writing center, alphabet center, journals, birthday bulletin board, etc.)
A rich assortment of age-appropriate children’s books is available to children (big books,
small books, magazines, etc).
Meaningful nursery rhyme and poetry charts are visible to children
Bulletin boards show pictures of meaningful events, holidays, projects, and activities
Classroom labels include pictures as well as words
Centers are labeled in a way that is easily visible to children (Art Area, Block Area, etc.)
Morning Message or Daily News is visible to children and updated daily
Computer area contains software programs that promote language and literacy development
The classroom is equipped with a listening center that children can access on their own that
includes books and audio tapes
All centers are equipped with various writing materials (blank paper and markers in some
centers, shopping lists and pencils in the Home Living Area, a variety of items such as paint,
markers, wallpaper scraps, and other unique and interesting items in the writing center) and
children are encouraged to explore and experiment with writing throughout the day.
Talking Picture Wall is visible, at children’s eye level , is used as an interactive tool for
alphabet games and activities throughout the week, and contains children’s names and oral
vocabulary picture-word cards that feature the picture first
Alphabet items such as books, puzzles, blocks, board games, sponges, cookie cutters with
dough, magnetic letters with cookie sheets, and other alphabet materials appear in appropriate
areas through out the room including the alphabet center.
Teachers take dictations from children frequently and post them in locations visible to parents
or children
There is a daily sign-in procedure where children are encouraged to experiment with writing
their name
Section 1 Summary:
What I’m Doing Well
What I Want To Improve
Reflective Classroom Checklists
1
Language and Literacy Classroom-Assessment
Section 2: Intentional Oral Language Interactions
Teacher: _______________________________
Coach/Director: _________________________
Classroom Age Group: _________
Date: _____________
Yes No
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Frequently engage in responsive conversations with individual children.
Read good quality children’s literature with children several times per day.
Encourage children to talk about their daily center/learning area experiences during
lunch or other appropriate time.
Conduct an interactive read aloud at least once per day (10 – 15 minutes).
Share books using an interactive/dialogic format
Share poems, songs, finger plays, and nursery rhymes to encourage phonological
awareness.
Select literacy materials for use that fit into a meaningful context for children
Encourage children to tell their own stories.
Provide families with library cards.
Provide for dramatic play using stories as literacy tools.
Use environmental print, classroom layout, and materials as a springboard for
interactive discussion.
Use pictures and names of children to expand phonological and print awareness,
and early writing.
Provide a variety of books for children to use in the library/book center
Provide listening stations for children to re-read stories heard in circle time.
Use alphabet/letter knowledge center with a variety of manipulatives to encourage
story telling
Provide a writing center with a variety of materials that will encourage early
writing play and exploration such as paper, play dough, clay, sand, screen, and a
variety of writing utensils like crayons, markers, paints, etc.
Use dictations of children’s thoughts, ideas, stories, plans for future activities, and
any other classroom talk, and display these dictations for children and parents.
Section 2 Summary:
What I’m Doing Well
What I Want To Improve
Reflective Classroom Checklists
2
Language and Literacy Classroom-Assessment
Section 3: Children’s Use of Literacy Environment
Teacher: _______________________________
Coach/Director: _________________________
Classroom Age Group: _________
Date: _____________
Yes No
1
Are children continually engaged in dialogue with adults throughout the
day?
2 Do all children use the listening center every day?
3 Does every family have a library card?
4 Does every child have the opportunity to be read to at least 2 times per day?
5 Do children use library centers where books are added and/or rotated
frequently?
6 Does each child have an opportunity every day to tell a story and write about
it?
7 Do all children have the daily opportunity to interact with the Talking
Picture Wall in fun and interesting ways?
8 Are children encouraged in some type of daily sign-in procedure where they
are able to experiment with writing their name?
9 Are children daily encouraged to talk about a favorite story or experience in
their lives?
10 Are children engaged in music and movement activities daily?
11 Do children experience early language and literacy experiences (including
read alouds, phonological and alphabet awareness activities, and early
writing experiences) in a meaningful, fun, and a natural part of their day?
12 Are children encouraged to grow in their early literacy development at their
own pace and in a way that supports their individual interests and talents?
Section 3 Summary:
What I’m Doing Well
What I Want To Improve
Reflective Classroom Checklists
3
Classroom Assessment Reflection Summary
A. Current Strengths
List 6 strategies from Sections 1 – 3 you are already doing on a regular basis in your classroom.
Include an action plan to make these strategies more effective.
Strategy
Action Plan
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Reflective Classroom Checklists
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B. New Strategy Initiatives
List 6 new ideas from sections 1 – 3 that you would like to initiate in your classroom. Make a
specific plan of action.
Objective
Ex. Initiate sign-in procedure
Action Plan
1. Make sign-in folders
2. Talk through procedures
with my assistant
3. Set aside space for sign-in
procedure
4. Place folders and markers
in the new sign-in space
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Reflective Classroom Checklists
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