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Observation checklist english
The document is an observation checklist used to evaluate an English teacher's lesson on teaching English to grades 1-6. It assesses the teacher's objectives, subject matter, learning activities, evaluation, and assignment based on criteria. The learning activities section examines aspects of developing reading skills like building vocabulary and comprehension, as well as developing language competencies through strategies, skills, and integrating structures. The teacher is rated on a scale and the total score determines their overall performance.
Observation checklist english
- 1. Republic of thePhilippines DEPARTMENT OF EDUCATION Region IV – A CALABARZON Division of Rizal District of Tanay II PINAGSABIRAN ELEMENTARY SCHOOL OBSERVATION CHECKLIST IN TEACHING ENGLISH Grade I-VI 2C21A Name of Teacher: __________ ___________________ Date: _____________ Subject Observed: _____________________________Time: ____________ CRITERIA 4 3 2 1 I. OBJECTIVES 1. Objectives 1.1 Listening 1.2 Reading 1.3 Speaking 1.4 Writing 2. Objectives taken from the BEC - PELC Sub Total II. SUBJECT MATTER 1. Subject matter congruent with the objectives 2. Story, materials and references were written as part of the plan Sub total III. LEARNING ACTIVITIES A. Discovery the Magic of Reading Pre Reading Developing Previewing Vocabulary 1. Techniques used in the unlocking of the difficulties effectively done Building Background Knowledge 2. Motivation activated prior experiences of pupils 3. The teacher set the purpose for reading 4. Motivation parallel to the motive question 5. Standards set for listening before the story/poem/dialogue reading/telling/shared reading B. Constructing Meaning (Active Reading) 6. Attention of the pupils held during the story/poem/dialogue reading/telling/shared reading 7. The teacher read the story (Grade I-II) First Reading – open and read the story showing pictures Second Reading – give pupils a chance to interact with the text depending of techniques use in reading e.g. DRA, DRATA (interacting with text) 8. Children showed signs of using their HOT skills through predicting, inferring and interacting with the text, classmates and teacher a. The teacher used varied strategies suited to learners need 1. Motive question first asked during the discussion 2. Varied activities the maximized pupil participation were employed 3. Activities were focused on developing the multiple intelligences of pupils 4. Standards/procedure were established among pupils which were observable during the group activities 5. Motive question first asked during the discussion 6. Questions correctly framed and within the level of the pupils 7. Question shall develop HOT skills of pupils 8. Appropriate instructional materials were used to meet the needs of pupils
- 2. Observer Signature Over PrintedName Post Reading Engagement 1 – Group Activities 9. The teacher provided multiple intelligences activities 10.Teacher roamed around while children were busy doing the activity 11.Teacher set standard and procedure among her pupils Engagement 2 12.Question were arranged according to Dimensions or(gradual psychological unfolding 13.Maximum participation among pupils were observed 14.Engagement 1 was embedded or part of the Engagement II Sub Total C. Developing English Language Competencies (DELC) 1. Stories/text/passage/poem/paragraphs and other 2. Reading material used in the Reading Phase was utilized as a spring board to present the lesson 3. Motivation was interesting and caught the attention of pupils 4. Teaching strategies were congruent with the objectives 5. Adequate and appropriate instructional material were utilized 6. Varied techniques/strategies/approaches were utilized 7. Maximum participation was observed a. Mastery of the structures was evident b. evaluation was congruent with the objectives Sub Total D. Deciphering and Decoding: Strategies and Skills a. Words were presented in varied and meaningful situations b. Word attack techniques/strategies were effectively utilized c. Appropriate and sufficient visual aids were used d. Sufficient exercises were presented to ensure word recognition e. Hierarchically sequence exercises were used f. Instructional materials were effectively utilized g. Proper decoding of the following was observed: 1. words 2. phrases 3. sentences Sub Total IV. EVALUATION 1. Evaluation items ( test items) were congruent with the objective/s Sub Total V. ASSIGNMENT 1. Assignment for mastery/ preparation for the next lesson Sub Total GRAND TOTAL Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
- 3. Republic of thePhilippines DEPARTMENT OF EDUCATION Region IV – A CALABARZON Division of Rizal District of Tanay II PINAGSABIRAN ELEMENTARY SCHOOL OBSERVATION CHECKLIST IN TEACHING ENGLISH Grade I-II Name of Teacher: __________ ___________________ Date: _____________ Subject Observed_______________________________ Time: ____________ CRITERIA 4 3 2 1 I. OBJECTIVES 1. Objectives stated in behavioral terms 1.1 (GLR) Genuine Love for Reading 1.2 (CT) Critical Thinking 1.3 (MSEL) Mastery of Structure in English language 1.4 (TS) Transfer Stage 1.5 Value/s 2. Objectives taken from the BEC - PELC Sub Total II. SUBJECT MATTER 1. Subject matter congruent with the objectives Sub total III. LEARNING ACTIVITIES GLR/CT A. Genuine Love for Reading (Pre Reading, During Reading, and Post Reading) 1. Techniques used in the unlocking of the difficulties effectively done 2. Motivation activated prior experiences of pupils 3. Motivation parallel to the motive question 4. Standards sets for listening before the story/poem/dialogue reading/telling/shared reading 5. Attention of the pupils held during story/poem/dialogue reading/telling/shared reading 6. Children showed signs manifestation of love for reading B. Critical Thinking Engagement Activities no.1 1. activities that maximized pupils participation were employed 2. Activities were focused on developing the multiple intelligences of pupils 3. Standards/procedure were established among pupils which were observable during the group activities Engagement Activities no. 2 1. Motive question first asked during the discussion 2. Questions correctly framed and within the level of the pupils 3. Questions develop HOT skills of pupils 4. Activities in Engagement 1 were included/part of Engagement 2 (embedded) 5. Appropriate instructional materials were used to meet the needs of pupils Sub Total C. Specific Skills Development 1. Exercises focused on the development of the skills 2. Exercises were within the level if the learners/pupils 3. Utilized paragraphs, poems, rhyme, editorial, news item and others taken from textbooks, newspaper, magazines. 4. Provide items for evaluation of pupils’ mastery of the skill on the reading phrase
- 4. Observer Signature Over PrintedName 5. Appropriate and adequate evaluative materials was used Sub Total D. MSEL/Integration of Language 1. Stories/text/passage/poem/paragraphs and other 2. Reading materials used in Reading Phrase was utilized as a spring board to present the lesson 3. Motivation was interesting and caught the attention of the pupils 4. Teaching strategies were congruent with the objectives 5. Adequate and appropriate instructional materials were utilized 6. Maximum participation was enhance 7. Evaluation was congruent with objectives Sub Total E. Transfer Stage 1. Word Attack a. Words were presented in varied and meaningful situations b. Word attack techniques/strategies were effectively utilized c. Appropriate and sufficient visual aids were used 2. Word Recognition a. Sufficient exercises were presented to ensure word recognition b. Hierarchically-sequenced exercises were used c. Instructional materials were effectively utilized 3. Decoding a. Proper decoding of the following was observed: a.1 words a.2 phrase a.3 sentences Sub Total IV. EVALUATION a. Instant recognition of the words by the pupils was evident b. Evaluation items were congruent with the objective/s Sub Total V. ASSIGNMENT a. Assignment for mastery/preparation for the next lesson Sub Total GRAND TOTAL Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
- 5. Republic of thePhilippines DEPARTMENT OF EDUCATION Region IV – A CALABARZON Division of Rizal District of Tanay II PINAGSABIRAN ELEMENTARY SCHOOL OBSERVATION CHECKLIST IN TEACHING ENGLISH Grade I-II Name of Teacher: __________ ___________________ Date: _____________ Subject Observed_______________________________ Time: ____________ CRITERIA 4 3 2 1 I. OBJECTIVES 1. Objectives stated in behavioral terms a. (GLR) Genuine Love for Reading b. (CT) Critical Thinking c. (MSEL) Mastery of Structure in English language d. (TS) Transfer Stage e. Value/s 2. Objectives taken from the BEC - PELC Sub Total II. SUBJECT MATTER 1. Subject matter congruent with the objectives Sub total III. LEARNING ACTIVITIES GLR/CT A. Genuine Love for Reading (Pre Reading, During Reading, and Post Reading) 1. Techniques used in the unlocking of the difficulties effectively done 2. Motivation activated prior experiences of pupils 3. Motivation parallel to the motive question 4. Standards sets for listening before the story/poem/dialogue reading/telling/shared reading 5. Attention of the pupils held during story/poem/dialogue reading/telling/shared reading 6. Children showed signs manifestation of love for reading B. Critical Thinking Engagement Activities no.1 1. Varied activities that maximized pupils participation were employed 2. Activities were focused on developing the multiple intelligences of pupils 3. Standards/procedure were established among pupils which were observable during the group activities Engagement Activities no. 2 1. Motive question first asked during the discussion 2. Questions correctly framed and within the level of the pupils 3. Questions develop HOT skills of pupils 4. Activities in Engagement 1 were included/part of Engagement 2 (embedded) 5. Appropriate instructional materials were used to meet the needs of pupils Sub Total C. Specific Skills Development 1. Exercises focused on the development of the skills 2. Exercises were within the level if the learners/pupils 3. Utilized paragraphs, poems, rhyme, editorial, news item and others taken from textbooks, newspaper, magazines.
- 6. Observer Signature Over PrintedName 4. Provide items for evaluation of pupils’ mastery of the skill on the reading phrase 5. Appropriate and adequate evaluative materials was used Sub Total D. MSEL/Integration of Language 1. Stories/text/passage/poem/paragraphs and other 2. Reading materials used in Reading Phrase was utilized as a spring board to present the lesson 3. Motivation was interesting and caught the attention of the pupils 4. Teaching strategies were congruent with the objectives 5. Adequate and appropriate instructional materials were utilized 6. Maximum participation was enhance 7. Evaluation was congruent with objectives Sub Total (A+B+C) IV. EVALUATION a. Evaluation items were congruent with the objective/s Sub Total V. ASSIGNMENT b. Assignment for mastery/preparation for the next lesson Sub Total GRAND TOTAL Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement