1. Jennifer Evans 2014 St. Clair County RESA
Teacher Self-Reflection for Reading Workshop
Tasks Not Started In Progress Achieved Achieved with Fidelity
Materials:
My goal is to have all necessary
materials organized and
accessible for use during the
lesson.
My books and other
materials are at a
beginning point in terms
of acquisition and
organization.
I have a leveled collection
of books, but it is minimal
and not adequate for the
needs of my class. I have
some other materials, but
they are not yet organized.
I know about keeping
reader’s notebooks, but I
am not using them yet.
I have a leveled set of
books and I am using it. I
have an easel, white board,
etc. and using them. I am
using reader’s notebooks
and keeping records.
A leveled, well-organized
collection of books exists and is
being used. I have a meeting
area and an area for guided
reading with easel, white board,
etc. as well as relevant center
activities established. My
students know how to use
notebooks and reading logs. I
have a well-organized, usable
record keeping system that
guides instruction.
Management:
 My goal is to highly engage
students in productive
reading/writing activities
while I am working with
groups.
 My goal is to highly engage
students in productive
reading/writing activities
while I am conferring with
individuals.
 My goal is to create a
positive literacy
environment.
 My goal is to develop
appropriate routines and
procedures.
I have not yet established
a system for independent
reading; students need a
great deal of attention and
I cannot work productively
with small groups.
I have begun to teach
students how to engage in
silent independent reading
and build stamina, but the
routines are not yet
established. I am
beginning to establish a
schedule that will allow for
independent, relevant
work while I teach small
groups and work with
individuals. I am
beginning to teach mini-
lessons focusing on
independent reading.
My system for independent
reading is well established
and I am conferring with
individuals. Students are
using reader’s notebooks
and logs, and I am working
with guided reading groups
on a regular basis. Students
are able to work
independently most of the
time and be successful.
My classroom is well managed
during the entire reading block.
Students are engaged in silent
independent reading or
responding in their notebooks.
Relevant activities are completed
and learning is transferred.
Students are able to work
completely independently while I
work with regular guided reading
groups and confer with
individuals.

2. Jennifer Evans 2014 St. Clair County RESA
Grouping:
 My goal is to form small
groups of students who are
similar in their
development of a reading
process and read at the
same level of text so that I
can teach them in guided
reading.
 I also use data to identify
particular needs and
interests for focused guided
reading groups.
I am just beginning to
observe students’ reading
behaviors and to think
about forming groups
based on levels of text; I
have not identified other
ways that I use to group
students. Usually I teach
the whole class
I have formed and met
with some
needs/interest/skill based
groups when I notice that
there is something that
students need to learn or I
look at assessment data. I
know how to apply some
assessment measures and
have tentatively formed
some level-based groups.
I continue to meet with
needs/interest/skill based
groups on a regular basis,
using relevant data to
determine groupings. I
have established level-
based groups and am
keeping regular records of
reading behaviors. I meet
with groups daily.
Every student in my class is
served with small group
instruction. Groups meet
regularly, and strategies/skills
taught are based on assessment.
Appropriate texts are selected to
meet the needs of the students.
Learning transfers to other
situations.
Lesson Management:
 My goal is to provide fast-
paced, lively engaging
lessons with all
components working
together effectively.
 My goal is to ensure
learning objectives are
evident to the students.
 My goal is provide timely,
relevant, positive feedback
to all students.
 My goal is to provide
students with ample
opportunities to practice.
 My goal is to provide
students with visual aids to
help scaffold instruction.
I have not yet
implemented any of the
components of reading
workshop.
I have begun to introduce
texts to students and to
ask them to read it
silently. I am learning
about the procedures for
guided reading lessons.
I can teach mini-lessons and
provide relevant activities
for students to do as I break
into guided reading groups.
In group, I can introduce
texts to students and
provide all other
components of guided
reading instruction.
Sometimes my groups and
lessons are too short or too
long.
My lesson is well-timed smoothly
managed and includes
appropriate mini-lesson
integrated with guided reading
instruction. Center activities are
relevant and at appropriate
levels. I successfully address all
components of a guided reading
lesson. Students are using
metacognition and transferring
learning to all content areas.
Text Selection:
 My goal is to select texts
I am just beginning to
analyze texts for level of
I am selecting texts with
attention to level and text
I can generally select texts
that meet the needs of my
I select texts that are appropriate
and meet the needs of my

3. Jennifer Evans 2014 St. Clair County RESA
that are appropriate in
terms of level for my
groups.
 My goal is to teach
students how to
appropriately select texts at
their level.
difficulty and
opportunities to develop
processing strategies.
characteristics but often
they are not suitable for
many of my groups.
Students have choice for
reading at home but not
for independent reading at
school.
students in terms of level,
but I am still working on
using text characteristics
effectively to help students
extend their knowledge.
Students have choice for
their independent reading.
students. I can analyze text to
discern opportunities to learn
and use texts effectively to help
children extend their strategies.
Students are also able to
appropriately select texts for
their independent reading.
Text Variation:
My goal is to provide students
with experiences across a wide
range of fiction and nonfiction
texts.
I am just beginning to
learn about genres and
how they vary in structure
and other characteristics.
My book collection does
not provide variety to
meet my students’ needs.
I can identify genres and
know about their structure
and characteristics. I am
just beginning to analyze
what my students know
and to plan for more
variety in my guided
reading program.
I have acquired a varied
book collection, and I
understand and use my
knowledge of
characteristics of genre in
planning for mini-lessons
and guided reading. My
students are provided with
fiction and nonfiction texts
on a regular basis.
My book collection is rich and
varied. I have an in-depth
knowledge of the characteristics
of different genres. I plan
students’ reading programs
carefully so that they are
introduced to new genres in
mini-lessons and guided reading
instruction and they incorporate
them into their independent
reading.
Text Introduction:
My goal is to introduce texts in
a way that provides access for
students to the meaning,
language, and print of fiction
and nonfiction texts.
I sometimes introduce
texts by reviewing
vocabulary words and
asking the questions
suggested in our reading
system. I am just learning
how to introduce texts in a
way that helps children
use processing strategies.
I regularly introduce texts
by previewing the
meaning and directing
children’s attention to
some features.
Sometimes my
introductions are too
supportive and sometimes
they do not seem to
provide enough support. I
am beginning to plan text
introductions based on my
observations of student
reading behavior.
I introduce texts in a way
that provides students with
the support they need to
read and comprehend texts
at their appropriate reading
levels. My introductions
are usually well planned
and based on students’
behaviors. I am working on
my introductions to enable
students to read with
comprehension and other
processing strategies.
My text introductions are
carefully planned, smooth, and
well-paced. They provide
students with access to meaning,
language, and print features but
leave important problem-solving
for them to do. My introductions
are based on my assessment of
students’ processing strategies
and make it possible for students
to learn more from their own
reading.
Teaching Strategies:
 My goal is to teach
I am just beginning to
understand processing
I am able to find evidence
of processing strategies as
I observe students’ reading
behavior continuously and
My decisions and interactions are
well-timed and powerful in

4. Jennifer Evans 2014 St. Clair County RESA
intensively in every part of
the guided reading lesson
in order to expand my
students’ ability to use
background knowledge,
solve words, check on their
reading, access and use
information, think beyond a
text, make connections,
maintain phrased, fluent
reading, and think about
the text in critical ways.
 My goal is to successfully
implement fluent, relevant
mini-lessons based on
students’ reading
behaviors.
 My goal is to successfully
implement all components
of a guided reading lesson
including before, during,
and after activities.
 My goal is to provide
explicit, scaffold
instruction.
 My goal is to utilize the
gradual release model for
instruction.
 My goal is to accommodate
all student needs with a
MTSS (Multi-Tiered System
of Support.
strategies and to observe
students’ reading
behaviors.
I am beginning to
accommodate students’
needs.
I observe students
reading. I support their
development of strategies
by providing texts at
appropriate levels but
have not yet developed
expert teaching skills. I am
not always accurate with
selecting appropriate
strategies based on the
needs of students.
I have systems in place to
assess and re-teach in
order to accommodate
students’ needs.
am able to find examples
and powerful teaching
points to bring to their
attention; I am observing
the impact of my
introduction, interactions,
and teaching after the
reading.
I have begun to incorporate
some differentiation into
initial instruction.
I provide interventions to
targeted students but am
inconsistent.
illustrating processing strategies
for students. My decisions allow
students to use what they know
to process a text. I am aware of
and teach for a wide range of
processing strategies and I see
evidence that students are taking
on these strategies for
themselves.
I differentiate for all students to
meet students’ needs so that
they are successful on their first
attempts.
I assess, teach, and monitor the
learning of students on a daily
basis.
I provide interventions to
targeted students daily.
Adapted from Guiding Readers and Writers, by Irene C. Fountas and Gay Su Pinnell