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Observation form
 

Observation form

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This is the form you are supposed to use in your peer observation. print it and fill it out, then you will have to draw some conclusions.

This is the form you are supposed to use in your peer observation. print it and fill it out, then you will have to draw some conclusions.

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    Observation form Observation form Document Transcript

    • Class Observation Focused on ReadingThe Reading Lesson Observation FrameworkTeacher _________________________________ Observer__________________________________________School year _________________________ Date of observation _______________Observation # __________Observation occurred: Before reading ____ During reading ______ Afterreading ________Students’ age average: _________________ Students’ level of English: ______________Mark each item according to the following criteria based on what you observed:O = Observed This component was observed and was judged to be of satisfactory quality.C = Commendation This component was observed and was judged to be of very high quality.R = Recommendation This component either was not observed or was judged to be ofunsatisfactory quality.N = Not applicable This component was not observed because it was not appropriate for thelesson.Component I. Classroom ClimateA. Many different types of authentic reading materials such as magazines, newspapers, novels,and nonfiction works are displayed and are available for learners to read independently. _______B. Active participation and social interaction are integral parts of reading instruction in thisclassroom. ______Component II. Pre-reading PhaseA. During the pre-reading discussion, the teacher asked the students to preview the text byhavingthem read the title of the selection, look at the illustrations, and then discuss the possiblecontents of the text. ______B. Students were encouraged to activate their background knowledge through the use of K-W-L
    • charts, webs, anticipation guides, etc. ______C. By generating a discussion about the topic before reading the selection, the teacher created aninterest in the reading. ________D. The teacher introduced and discussed the new vocabulary words in a meaningful context,focusing on those new words that were central to the understanding of the story. _______E. Students were encouraged to state or write predictions related to the topic of the readingselection. _______F. Before reading occurred, the teacher helped learners identify the type of material that wasto be read to determine what their purpose should be for reading it. ________.Component III. Guided Reading PhaseA. At appropriate points during the reading of the selection, learners were asked to evaluatetheir initial predictions. _______B. Students were asked to identify or read aloud portions of text that confirmed or disprovedpredictions they had made about the selection. ________C. An appropriate mix of factual and higher level thinking questions were incorporated into thecomprehension discussion. _________Component III. Guided Reading PhaseA. The teacher monitored the learners and gave proper assistance and feedback while they reador completed practice activities. _______B. The teacher modelled and encouraged the use of new vocabulary during discussion. _______C. Students were encouraged to use a variety of word study strategies (e.g., words withinwords, context, etc) to decipher the meaning of unknown words as appropriate. _______D. Students were encouraged to use appropriate comprehension monitoring and fix-upstrategies during reading (e.g., paraphrasing, re-reading, using context, asking for help). _____Component IV. Post-reading Phase
    • A. The teacher asked the students to retell the material they had read, concentrating on majorevents or concepts. _______B. Students were asked to explain their opinions and critical judgments. _________C. Students were encouraged to use new vocabulary in written responses. Examples andmodeling were provided by the teacher. ________Component V. Skill and Strategy InstructionA. The teacher provided a clear explanation about the structure of the skill or strategy to belearned and described when and how it could be used. ________B. Explicit skill and strategy instruction was provided and applied in the context of the readingselection. _____________C.Students were encouraged to use before, during, and after reading strategies asappropriate.D. Reading skill and strategy instruction moved children toward independent use throughscaffolding.Component VI. Materials and Tasks of the LessonA. The selections used for the reading lesson were appropriate for the learners of this ability andgrade level. _______B. The reading materials represented authentic types of texts. _______C. Reading materials and tasks reflected a sensitivity to the diverse learning needs of thechildren. ________Component VII. Teacher PracticesA. The teacher focused on reading as a meaningful process. ______________
    • B. The instructional techniques used by the teacher and the ways they were executed reflected anawareness of recommended practices. __________C. Students were grouped appropriately and flexibly. _________D. The teacher’s management of the reading lesson provided for active student engagement.______E. The pace and flow of the various phases of the reading lesson represented an effective use oftime. _____________F. The teacher’s instruction was sensitive to the diversity of students’ experiences and theirsocial, cultural, ethnic, and linguistic needs. _________G. The teacher encouraged students to take informed risks and promoted safe failure. ________