Download:
pdf |
pdfAPPENDIX E
CLASSROOM OBSERVATION FORMS
Expository Reading Comprehension Classroom Observation Instrument
Background Information (or label)
Observer
(Place your label here.)
Today's Date
/
mm
/
dd
yyyy
Check below to indicate your status at this observation:
Assigned Observer ______
Teacher
QC Observer ______
Reliability Observer______
Start time
a.m.
p.m.
School
End time
a.m.
p.m.
District
Subject (check one)
State
_____Reading/LA
_____Science
_____Social Studies
_____Other
(Place teacher label here.)
For high intensity intervention observations only:
Was this intervention observation prompted?
______Yes
If this is an intervention observation, please check
below
____Project CRISS
_____No
____Read About (Scholastic)
____Read for Knowledge ____Read for Real
(SFA)
Number
Maximum number of students
observed in classroom
Number
Maximum number of adults observed
providing instruction or educational
support in the classroom (including
teacher)
Any special circumstances that interrupted instruction? (Please explain below.)
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Note to Observer:
Focus on Primary Teacher for rating purposes. If a student teacher is leading class, please do not observe and reschedule the
observation.
Part I 1st Interval
Time of Interval _________ to _________
COMPREHENSION
Before Reading
A
B
C
Teacher
Models
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
1. The teacher/student activates prior knowledge
and/or previews text before reading (e.g., shares
background information about the title, author,
content, reviews relevant content from previous
lessons, makes predictions, makes connections,
addresses text features).
Before, During, or After Reading
Teacher
Models
2. Explicit comprehension instruction that teaches
students about text structure (comparecontrast, cause-effect, problem-solution, timeorder, story grammar, etc.)
3. Explicit comprehension instruction that
teaches students how to use strategies such
as, main idea, summarizing, drawing
conclusions, visualizing events, making
predictions during and after reading,
evaluating predictions, identifying fact vs.
opinion, monitoring for comprehension, other
________
4. Explicit comprehension instruction that
teaches students how to generate questions
During or After Reading
Teacher
Models
5. Explicit comprehension instruction that teaches
text features (sub-heads, captions, charts, maps,
graphs, pictures, sidebars, bold & italicized words)
to interpret text
6. Teacher asks students to justify their responses
(e.g., Teacher asks, “Why do you think/say that?”
or, “How did you reach that conclusion?”, etc.).
7. Teacher asks questions based on material in the
text that are beyond the literal level.
8. Teacher elaborates, clarifies, or links concepts
during and after text reading. May be an
elaboration of a student response.
1
Part I 1st Interval
VOCABULARY (Includes Concepts, Terminology, Ideas; May Be Technical Or Complex ContentArea Vocabulary)
Tally
Notes
1. The teacher provides an explanation and/or a definition or
asks a student to read a definition.
2. The teacher provides: a) examples; b) contrasting examples;
c) multiple meanings; d) immediate elaborations to students’
responses.
3. The teacher uses visuals/pictures, gestures related to word
meaning, facial expressions, or demonstrations to
discuss/demonstrate word meanings.
4. The teacher teaches word learning strategies - using context
clues, word parts, root meaning.
5. Students do or are asked to do something that requires
knowledge of words (e.g., answer questions; define words;
make sentences; find words based on clues; physically
demonstrate meaning).
6. Students are given an opportunity to apply word learning
strategies - using context clues, word parts, root meaning.
Grouping Arrangements and Text Reading (Code during each 10 minute interval)
Teacher Is Working With:
(Choose all that apply.)
1.
2.
3.
4.
5.
6.
Whole class (>75% of class)
Large group (> 6 students, < 75% of class)
Small groups (3-6 students)
Pairs
An individual
No direct student contact
1
2
3
4
5
6
Text Reading (applies to reading connected text)
(Choose all that apply.)
1. Supported oral reading (includes choral and round robin reading)
2. Independent silent reading
3. Independent or buddy oral reading
4. Teacher reads aloud
5. Teacher reads aloud with students following along silently
OR
6. Text not present
7. Text present but not being read.
1
2
3
4
5 OR
6
7
NOTE – Up to 10 intervals can be recorded in one observation.
2
Part I 2nd Interval
Time of Interval _________ to _________
COMPREHENSION
Before Reading
A
B
C
Teacher
Models
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
Teacher
Explains
Reviews
Provides
Examples
Elaborations
Student
Practice
Notes
1. The teacher/student activates prior knowledge
and/or previews text before reading (e.g., shares
background information about the title, author,
content, reviews relevant content from previous
lessons, makes predictions, makes connections,
addresses text features).
Before, During, or After Reading
Teacher
Models
2. Explicit comprehension instruction that teaches
students about text structure (comparecontrast, cause-effect, problem-solution, timeorder, story grammar, etc.)
3. Explicit comprehension instruction that
teaches students how to use strategies such
as, main idea, summarizing, drawing
conclusions, visualizing events, making
predictions during and after reading,
evaluating predictions, identifying fact vs.
opinion, monitoring for comprehension, other
________
4. Explicit comprehension instruction that
teaches students how to generate questions
During or After Reading
Teacher
Models
5. Explicit comprehension instruction that teaches
text features (sub-heads, captions, charts, maps,
graphs, pictures, sidebars, bold & italicized words)
to interpret text
6. Teacher asks students to justify their responses
(e.g., Teacher asks, “Why do you think/say that?”
or, “How did you reach that conclusion?”, etc.).
7. Teacher asks questions based on material in the
text that are beyond the literal level.
8. Teacher elaborates, clarifies, or links concepts
during and after text reading. May be an
elaboration of a student response.
3
Part I 2nd Interval
VOCABULARY (Includes Concepts, Terminology, Ideas; May Be Technical Or Complex ContentArea Vocabulary)
Tally
Notes
1. The teacher provides an explanation and/or a definition or
asks a student to read a definition.
2. The teacher provides: a) examples; b) contrasting
examples; c) multiple meanings; d) immediate
elaborations to students’ responses.
3. The teacher uses visuals/pictures, gestures related to
word meaning, facial expressions, or demonstrations to
discuss/demonstrate word meanings.
4. The teacher teaches word learning strategies - using
context clues, word parts, root meaning.
5. Students do or are asked to do something that requires
knowledge of words (e.g., answer questions; define words;
make sentences; find words based on clues; physically
demonstrate meaning).
6. Students are given an opportunity to apply word learning
strategies - using context clues, word parts, root meaning.
Grouping Arrangements and Text Reading (Code during each 10 minute interval)
1.
2.
3.
4.
5.
6.
Teacher Is Working With:
Text Reading (applies to reading connected text)
(Choose all that apply.)
(Choose all that apply.)
Whole class (>75% of class)
Large group (> 6 students, < 75% of class)
Small groups (3-6 students)
Pairs
An individual
No direct student contact
1
2
3
4
5
6
1. Supported oral reading (includes choral and round robin reading)
2. Independent silent reading
3. Independent or buddy oral reading
4. Teacher reads aloud
5. Teacher reads aloud with students following along silently
OR
6. Text not present
7. Text present but not being read.
1
2
3
4
5 OR
6
7
4
Part II Answer the following questions at the end of your observation.
Based on your overall observations, determine the effectiveness of the instruction you observed.
During/After instruction, the teacher:
Comments/Notes
1. Gave inaccurate and/or confusing explanations or feedback.
N
Y
2. Missed opportunity to correct or address error.
N
Y
3. Provided opportunities for most students to participate actively during
teacher-led instruction.
N
Y
4. Paced instruction so that the length of the comprehension or
vocabulary activities was appropriate for this age group.
N
Y
5. Taught using outlining and/or note taking.
N
Y
6. Used graphic organizers (e.g., semantic map, Venn diagrams).
N
Y
7. Kept students thinking for 2+ seconds before calling on a student to
respond to complex questions.
N
Y
8. Gave independent/pairs/small-group practice in answering
comprehension questions or applying comprehension strategy(ies) with
expected written product. (Can include response journals if a
comprehension strategy is entailed.)
N
Y
9. Used writing activities in response to reading (does not include fill in
the blank or one word answers).
N
Y
Based on your overall observations, rate the teacher’s management/responsiveness to students*.
Minimal/Poor
10. The teacher maximized the amount of time available for instruction.
11. The teacher managed student behavior effectively in order to avoid
disruptions and provide productive learning environments.
12. The teacher redirected discussion if a student response was
leading the group off topic/focus.
Fair
Good
Excellent
1
2
3
4
1
2
3
4
2
3
4
N/O
1
* Items are adapted from Teacher Competency Checklist (Foorman & Schatschneider, 2003). Used by permission of the publisher/authors for
research purposes only in the Evaluation of Reading Comprehension Interventions.
Based on your overall observations, rate student engagement during the observation.
13. Student engagement during the first half of the observation
session.
14. Student engagement during the remainder of the observation
session.
5
Few engaged
Many engaged
Most engaged
1
2
3
1
2
3
Intervention Specific Classroom Observation Form: CRISS
Background Information (or label)
Observer
Today's Date
/
mm
/
dd
yyyy
School
District
Start time
a.m.
p.m.
Teacher
End time
a.m.
p.m.
State
Intervention instruction took place during:
_____Social Studies
_____ Science
__________Reading/LA ______Not clear
Number
Number
Maximum number of
students observed in
classroom
Maximum number of adults
observed providing instruction or
educational support in the
classroom (including teacher)
Describe any special circumstances that interrupted instruction.
Notes to Rater:
1. Focus on the regular classroom teacher for rating purposes. If a student teacher or substitute is
leading class, please do not observe and reschedule the observation.
2. Make sure that the teacher is teaching with expository text for your observation.
Star each section that you observe today. Answer the questions in that section
only. Do not answer the questions in the sections that you do not observe.
Does the teacher…
Section I. Preparing for Understanding
1. Provide instruction or lead activities to generate background knowledge about
(or review) a topic or concept before students read about it?
Y
N
Y
N
Y
N
4a. Lead students during and/or after reading in transforming information
activities (e.g. graphic organizer, guided discussion)?
Y
N
4b. Include in the transforming activities informal or formal writing?
(Includes note-taking)
5. Use the transforming activities to teach the content of the lesson?
Y
N
Y
N
Y
N
Y
N
2. Help students set goals and determine a purpose before the students begin
reading?
Section II. Engaging Students with Content and Transforming Information
3. Have students read a written text?
6. Discuss or reflect on students’ metacognitive processes during the
transforming activities?
Section III. Reflecting on Content and Learning Processes
7. Lead the whole class in a reflection discussion at the end of the lesson using
questions such as:
A) Metacognition: How did you evaluate your comprehension?
B) Background knowledge: Did I assist you in thinking about what you already
knew?
C) Purpose Setting: Did you have clear purposes?
D) Active Involvement: How were you actively engaged?
E) Discussion: How did discussion clarify your thinking?
F) Writing: How did you use writing to help you learn?
G) Transformation: What were the different ways you transformed information?
How did this help you?
H) Teacher modeling: Did I do enough modeling?
Please note: You may see all three Sections in one sitting. Or you may see Sections I and II, or
Sections II and III, or Section II alone. You should never Sections I and III together. It is also
unlikely that you will see I alone or III alone.
Practice -1
Intervention Specific Classroom Observation Instrument: Read for Real
Phase: Practice
Background Information (or label)
Observer
Today's Date
/
mm
/
dd
yyyy
School
District
Start time
a.m.
p.m.
Teacher
End time
a.m.
p.m.
Intervention instruction took place during:
_____Reading/LA
_____Science
_____Social Studies
_____Not Clear
________________Other
State
1. Indicate which level of Read for Real you observed (Check only one):
_____A
_____B
_____C
_____D
2. Enter the Title of the Story:
3. Were multiple levels of Read for Real used during this observation?
_____yes _____no
4. Instructional Grouping Arrangement Check all that apply):
_____Whole Class
_____Small Group (3 or more)
_____Pairs
Number
Number
Maximum number of
students observed in
classroom
Maximum number of adults
observed providing instruction or
educational support in the
classroom (including teacher)
Describe any special circumstances that interrupted instruction.
Note to Observer:
1. Focus on the regular classroom teacher for rating purposes. If a student teacher or substitute teacher is
leading the class, please do not observe and reschedule the observation.
2. If multiple levels are used, observe the group to whom the teacher is providing instruction.
3. If an Apply lesson is being taught, reschedule the observation.
Practice -2
Phase: Practice
Check (v) the item that indicates where the lesson began. Follow along in the student book.
As you observe, circle Yes (Y) or No (N) for the teaching behaviors. Star (*) the item that
indicates where the lesson ended. All phases of Read for Real may not be addressed during
the observation.
The Teacher:
1. Before Reading
a. Reads or asks a student to read the Before Reading focus strategy.
b. Discusses the Before Reading focus strategy with the students.
c. Asks students to implement the Before Reading focus strategy.
d. Discusses students’ comments.
2. During Reading
a. Reads or asks a student to read the During Reading focus strategy.
b. Reads or asks a student to read the note from the reading partner.
c. Reminds students to write notes about the During Reading focus strategy.
d. Reads and/or asks students to read the selection:
e. Stops or reminds students to stop at the red buttons, and write notes on their
paper.
__________ __________ out of ___________ ____________
(# addressed)
(# possible)
Y
Y
Y
Y
N
N
N
N
Y N
Y N
Y N
Y N
Tally
Practice -3
3. After Reading
a. Reads or asks students to read the After Reading focus strategy.
b. Discusses or asks question about the After Reading focus strategy.
c. Gives a written assignment highlighting the After Reading focus strategy.
Y
Y
Y
N
N
N
Comprehension
d. Administers open book comprehension test.
e. Corrects tests with the class.
f. Discusses responses.
Y
Y
Y
N
N
N
Organizing Information
g. Asks students to complete graphic organizer.
Y
N
Writing for Comprehension
h. Asks students to write a summary based on their completed graphic organizer.
Y
N
Y
N
Y
Y
Y
N
N
N
Vocabulary
i. Instructs students in the vocabulary skill.
j. Asks students to complete the vocabulary activity:
_____as a whole class _______ in small groups _____ in partners ______independently
Fluency
k. Asks a student to read the fluency tip.
l. Asks a student to read the selection.
m. Gives students time to practice the selection.
1 - Learn
Intervention Specific Classroom Observation Instrument: Read for Real
Phase: Learn
Background Information (or label)
Observer
Today's Date
/
mm
/
dd
yyyy
School
District
Start time
a.m.
p.m.
Teacher
End time
a.m.
p.m.
State
Intervention instruction took place during:
_____Reading/LA
_____Science
_____Social Studies
_____Not clear
_________________Other
1. Indicate which level of Read for Real you observed (Check only one):
_____A
_____B
_____C
_____D
2. Enter the Title of the Story:
3. Were multiple levels of Read for Real used during this observation?
_____yes _____no
4. Instructional Grouping Arrangement (Check all that apply):
_____Whole Class
_____Small Group (3 or more)
_____Pairs
Number
Number
Maximum number of
students observed in
classroom
Maximum number of adults
observed providing instruction or
educational support in the
classroom (including teacher)
Describe any special circumstances that interrupted instruction.
Note to Observer:
1. Focus on the regular classroom teacher for rating purposes. If a student teacher or substitute teacher is
leading the class, please do not observe and reschedule the observation.
2. If multiple levels are used, observe the group to whom the teacher is providing instruction.
3. If an Apply lesson is being taught, reschedule the observation.
2 - Learn
Phase: Learn
Check (v) the item that indicates where the lesson began. Follow along in the student book.
As you observe, circle Yes (Y) or No (N) for the teaching behaviors. Star (*) the item that
indicates where the lesson ended. All phases of Read for Real may not be addressed during
the observation.
The teacher:
1. Before Reading
a. Reads or asks a student to read the explanation of the Before Reading focus
strategy.
b. Discusses the Before Reading focus strategy with the students.
c. Reads or asks a student to read the information in the My Thinking box.
d. Asks students to apply the Before Reading focus strategy.
2. During Reading
a. Reads or asks a student to read the explanation of the During Reading focus
strategy.
b. Discusses the During Reading focus strategy with the students.
c. Reads or asks a student to read the information in the My Thinking box.
d. Asks students to share their thinking about the During Reading focus strategy
e. Stops and addresses the My Thinking notes at the “red strategy buttons.”
__________ __________ out of ___________ ____________
(# addressed)
(# possible)
f. Reads and/or asks students to read the selection aloud.
______Never ________Sometimes __________Always
Y
Y
Y
Y
N
N
N
N
Y
N
Y N
Y N
Y N
Tally
3 - Learn
The teacher:
3. After Reading
a. Reads or asks students to read the After Reading focus strategy.
b. Discusses the After Reading focus strategy with the students.
c. Reads or asks a student to read the information in the My Thinking box.
d. Calls on students to implement the After Reading focus strategy.
Y
Y
Y
Y
N
N
N
N
Comprehension
e. Administers the open book comprehension test.
f. Corrects tests with the class.
g. Discusses responses.
Y
Y
Y
N
N
N
Organizing Information
h. Read or asks a student to read the information from the reading partner.
i. Discusses the graphic organizer.
Y
Y
N
N
Y
Y
N
N
Y
N
Y
Y
Y
N
N
N
Y
N
Writing for Comprehension
j. Reads or asks a student to read the information from the reading partner.
k. Reads or asks a student to read the summary.
l. Identifies how the paragraphs and sentences in the summary correspond to the
information on the graphic organizer.
m. Discusses the three parts of a summary:
Introduction
Body
Conclusion
Vocabulary
n. Instructs students in the vocabulary skill.
o. Asks students to complete the vocabulary activity:
_____as a whole class
_______ in small groups ______in partners ______independently
Fluency
p. Asks a student to read the fluency tip.
q. Asks a student to read the selection.
r. Gives students time to practice the selection.
Y
Y
Y
N
N
N
ReadAbout
Intervention Specific Classroom Observation Instrument: ReadAbout
Background Information (or label)
Observer
Today's Date
/
mm
/
dd
yyyy
School
District
Start time
a.m.
p.m.
Teacher
End time
a.m.
p.m.
State
Intervention instruction took place during:
Grade
___________________________
_____Reading/LA
_____Science
_____Social Studies
_____Not clear
_________________Other
Number
Maximum number of
students observed in
classroom
Number
Maximum number of adults
observed providing instruction or
educational support in the
classroom (including teacher)
Any special circumstances that interrupted instruction? (please explain)
Note to Observer:
1. Focus on the regular classroom teacher for rating purposes. If a student teacher or
substitute teacher is leading the class, please do not observe and reschedule the observation.
ReadAbout
Part I
o Observe one rotation of teacher-led differentiated instruction (small group).
o Place a star by components observed (comprehension, vocabulary and/or writing).
o Answer these questions while observing the lesson.
1. Length of small-group instruction rotation: __________minutes
2. Number of students participating: __________________students
3. Did the teacher use ReadAbout materials? ______Yes ______No
Check which materials were used (check all that apply):
___SmartFiles ____Differentiated Skills Lesson
____Graphic Organizers/worksheets ___Paperback Library
Teacher-led small group, Comprehension: Did the teacher
4. Provide direction instruction (explain and/or model) on the
strategy or skill?
5. Provide opportunities for students to apply the skill (guided
practice)?
6. What was the primary focus of the teacher-led comprehension instruction?
o
o
o
o
o
Author’s purpose
Main idea/details
Draw conclusions
Fact/opinion
Text structure (cause/effect;
compare/contrast, sequence of events,
problem/solution)
o
o
o
o
o
o
Y
N
Y
N
Make inferences
Summarizing
Visualizing
Setting purpose
Monitoring (including rereading and repairing)
Questioning
Teacher-led small group, Vocabulary: Did the teacher
7. Provide direct instruction (explain and model) on a vocabulary
strategy?
8. Provide opportunities for students to apply the strategy (guided
practice)?
9. What was the primary focus of the teacher-led vocabulary instruction?
o
o
o
Multiple meanings
Prefixes/suffixes
Using context clues
o
o
o
Y
N
Y
N
Y
Y
N
N
Synonym and antonyms
Idioms
Word origins
Teacher-led small group, Writing: Did the teacher
10. Provide students instruction on the selected 6+1 Writing Trait?
11. Provide opportunities to apply the 6+1 Trait model?
12. What was the primary focus of writing instruction?
o
o
o
o
Ideas
Organization
Voice
Word Choice
o
o
o
Sentence fluency
Conventions
Presentation
ReadAbout
Part II
Computer workstation
(If more than one rotation is observed during the teacher-led instruction, note below the number
of students/minutes for each rotation. Enter an average amount in the time after item 14 if
multiple rotations are observed).
13. How many students were working on the ReadAbout software at the computer
workstation?
________students (total)
____students Rotation 1 _____students Rotation 2 ______students Rotation 3
14. How long did the computer workstation rotation last? _____minutes (average)
_____minutes Rotation 1 _______minutes Rotation 2 __________Rotation 3
15. Obtain from the teacher the class-specific Skills Performance Report for the day of the
observation only.
16. Ask the teacher to highlight the names of students who were working at the computer
workstation during the observation period (the rotation during which you observed the
teacher-led small group). Append the report to the completed observation protocol.
Independent workstation
17. How many students were working independently on ReadAbout materials?
_________students
18. What materials were being used by students?
______SmartFiles & Answer Sheets
______Paperback library
Intervention Specific Classroom Observation Form: Reading For Knowledge
Circle the Day Visited
1
2
3
4
Background Information (or label)
Observer
Today's Date
/
mm
/
dd
yyyy
School
District
Start time
a.m.
p.m.
Teacher
End time
a.m.
p.m.
State
Intervention instruction took place during:
_____Social Studies
_____ Science
__________Reading/LA
_____Not clear
Number
Number
Maximum number of
students observed in
classroom
Maximum number of adults
observed providing instruction or
educational support in the
classroom (including teacher)
Describe any special circumstances that interrupted instruction.
Please record the following:
1, Unit #____
2. Week #____
3. Day #____
4. Book Title______________________
Notes to Rater:
1. Focus on the regular classroom teacher for rating purposes. If a student teacher or substitute
teacher is leading class, please do not observe and reschedule the observation.
2. If today’s class period includes testing, please do not observe and reschedule the observation.
3. Place a star to the left of the section when the lesson started and a star when it concluded
A. Answer these questions while observing the lesson.
Did the teacher…
I. Set the Stage
a. Post the reading goal?
Y
N
b. Present the reading goal?
Y
N
c. Present the cooperative learning goal?
Y
N
d. Ask students to review vocabulary or provide practice and instruction?
(Exception: This is not done on the first day of a new unit.)
Y
N
Y
N
b. Explain a skill/strategy OR remind the students of a skill/strategy
recently learned?
Y
N
c. Read aloud the text and
(1) think-aloud or model a skill/strategy OR
(2) ask the students to apply a skill/strategy?
II. Active Instruction—Days 2, 4
a. Use a whole group or partner activity to discuss key points about the day’s
skill/strategy?
Y
N
Y
N
b. Provide feedback and prompts to partner pairs during partner reading?
Y
N
c. Chart individual students’ progress on the setting goals and charting progress
forms during partner reading?
Y
N
d. Review routines for Team Talk discussion?
Y
N
e. Read aloud Team Talk questions?
Y
N
f. Circulate the classroom and monitor team discussions and provide prompts?
Y
N
g. Ask team members to share with the class their responses and reasoning to
Team Talk questions?
Y
N
Y
N
Y
N
II. Active Instruction—Days 1, 3
a. Build background knowledge about the topic of text or about a skill/strategy?
B. Answer these two overall questions at the end of the lesson.
The teacher followed the recommended pacing for the lesson.
(Recommended pacing is 35 minutes +/- 5 minutes.)
The teacher awarded cooperation and/or improvement points at some
point in the lesson.
| File Type | application/pdf |
| File Title | Document5 |
| Author | APitt |
| File Modified | 2007-06-29 |
| File Created | 2007-06-28 |