HEAD START FORMS & PROCEDURES
Binder 1, Section: Education Services
2013-2014
Classroom Language and Literacy Center Director Checklist
Center: _____________________ Classroom: _______________________________
Circle Time Date: _________ Time Began: ______ Time Ended: ___________
Large Group Date: _________ Time Began: ______ Time Ended: __________
Small Group Date: _________ Time Began: ______ Time Ended: ___________
Classroom Language and Literacy Center Director Checklist
ITEM
Learning Environment
All children are engaged in a variety of reading and writing
activities. What reading and writing activities are available in
the classroom?
Students explore books of various genres and cultures not
just in the library or during reading times. Books and
Magazines are available in all learning centers: Math, Science,
Manipulatives, Building Blocks, Dramatic Play, Art, Music,
Writing Are there books available in the native language of
the children in the classroom?
Following materials are available and displayed in the
classroom: phone books, dictionaries, menus, printed
directions, maps, posters, student work, current daily news,
class made books and alphabet. Are these items available in
the native language of the children in the classroom?
The classrooms have labels with words and pictures
everywhere so that students constantly connect written
language with the things they represent. If English language
learners are in the classroom, include child’s primary
language in print around the classroom
Learning Centers are clearly labeled in Spanish and English or
the native language of all children in the classroom
Containers with materials and shelve spaces are labeled with
the same label and pictures to encourage children’s
independence
Students use calendars, daily routine pictorial schedules,
center signs, environmental print and directions, to
understand how words are used daily. Are these items
available in the native language of the children in the
classroom?
Student Sign –in routine is well established and reinforced
daily. Teacher uses individual approach to meet every child’s
need
Pictorial Daily schedule is posted and used daily. Is picture
schedule posted at the children’s eye level?
Classroom Job chart is used daily, is interactive, motivating
and meaningful. Is a job chart posted at the children’s eye
level?
Library is very well organized, is an inviting and a quiet
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NI
COMMENTS
corner. Books are selected to meet interest of all children and
reflect a current theme. Are these items available in the native
language of the children in the classroom?
Language Modeling
Teachers ask many open ended questions
Teachers consistently map their own actions and the
students’ actions through language and description
Teacher often uses advanced language with students
Teachers model and reinforce problem solving in a conflict
resolution, space and material sharing
Teachers teach recognition and understanding of feelings
and model descriptive language and the appropriate way to
express feelings
Student talk outweighs teachers talk
There are frequent conversations in the classroom. Teachers
engage children in conversations that involve child and
teachers taking multiple turns(3-5 turns)
Writing Modeling
Teachers demonstrate writing to children daily, by activities
such as established Daily News routine that supports
phonological awareness continuum, completing Meal Count
form and Attendance during meal time, recording classroom
stories.
Teachers encourage all attempts of writing allowing students
of varying ability to experience and understand the different
functions of written language
Writing opportunities throughout the room. Every learning
center has writing materials: pens, pencils, paper, notebooks,
rulers, chalk, markers, paint that are daily organized
Writing center has a good variety of writing materials. A
writing journal for every child, pages replaced as needed and
good samples are labeled and moved to Child’s portfolio
Book Recognition and Book Reading Behavior
Teachers plan activities so that students have an opportunity
to extend their literacy knowledge by reading aloud in large
and small groups, listening to books on tape
Teacher introduces book through display of book cover,
reading of title, author, and illustrator
Teacher encourages a discussion about one or more book’s
features. Is this occurring in the native language of the
children?
Teacher discusses vocabulary words when preparing to read
aloud. Is this occurring in the native language of the children?
Vocabulary words are combined with pictures or objects
Teacher uses facial expressions and voice to capture
children’s attention by using different tones for characters.
Teacher paces the reading to fit the type of book being read
and to allow for children to be involved through comments
and questions
Print and Letter Knowledge
Teacher engages children in name and theme related
activities that promote letter word knowledge, help learn to
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associate names of letters with shapes, and begin to make
sound/ letter matches
Teacher discusses concepts about print (text contains letters,
words, sentences, reading progress left to write, top to
bottom) Is this occurring in the native language of the
children?
Letter Wall is interactive, has words and pictures for all letters,
it is used daily, at least 5 new words are introduced weekly,
activities are planned around the letter Wall. Is this occurring
in the native language of the children?
Music and Movement
A good and well organized music collection
(CDs and tapes) Are CD’s available in the native
language of the children?
Music and Movement are part of the daily
routine and are incorporated in a large group
activities and outdoor play daily
Teachers use music to reinforce phonological
awareness (songs, chants, rhythmic movement)
A good and well organized collection of
musical instruments are in the classroom and
available to children at all times
Teachers incorporate listening activities in daily
routine ( sounds lotto, tapes, nature walks)
Child’s Portfolio
There is a portfolio for each child
Child’s portfolio is updated weekly with dated
documentation of children’s developmental
progress, children’s art work, and samples of
written expressions, journals, self-portraits, or
children’s dictations. Also portfolio must
contain teacher written observations in the
form of anecdotal notes
Additional Comments/notes:
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__________________________________
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Teacher signature/date
Center director signature/date:
_________________________________________
Teacher signature/date
__________________________________________
Child Development Coordinator signature/date
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