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Classroom Observation Tool on Environment January 2, 2013 9:24 AM
From: Erin Robbins
To: All Teachers Show more...
Cc: Administrator A Administrator B
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Good Morning,
I hope you each enjoyed a wonderful holiday season with family and
friends!
I wanted to be sure and share with you the rubric GCS is using to
evaluate the Literacy Environment and the Physical & Social Environment
in each of our classrooms implementing Balanced Literacy. This tool is
being used only to collect data for the county and will not be used as
a personally evaluative measure.
You may want to take a moment during your grade level meetings to view
the attached documents. I will be coming around during the month of
January to complete the COTs. Please let me know if you have any
questions.
Thank you for everything you do to help make Stovall-Shaw theexceptional place it is!
Erin L. Robbins
Stovall-Shaw Elementary School; Assistant Principal Intern
NC State University; Northeast Leadership Academy Fellow!
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Classroom Observation Tool
Primary Level
INSTRUCTIONS
1)Using the scales in this observation tool and the rating scale on page 3, please rate each
teacher in your school who has been trained in the Balanced Literacy framework on the
quality of their implementation of the framework.
2)For each teacher, please fill in the information below:
Teachers Name ______________________________________________________
Teachers School __________________________ Teachers Grade ____________
Rater (your name) _____________________________________________________
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Literacy Classroom Observation Tool
Primary Level
Introduction
This tool is designed for observation in Balanced Literacy classrooms.1 It is designed to evaluate the extent to which the teachers implementationof the Literacy framework conforms to the framework as articulated in Guiding Reading:Good First Teaching for All Children (Fountas & Pinnell,
1996) and other Balanced Literacy materials. It includes the following scales:
Literacy Environment
Physical & Social Environment
Grouping & Basic Structure
Reading Workshop: Guided Reading
Reading Workshop: Literature Study
Reading Workshop: Independent Reading
Language/Word Study
Writing Workshop
Assessment
1Education Development Center, Inc. in 2002 originally developed this tool. This revised version is based on the original EDC tool but reflects revisions by
Lesley University Intermediate Faculty (May 2005) and Granville County Schools (April 2011).
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Rating Scale
Each scale utilizes the following rating scheme:
0= none or very little evidence of learning and/or supportive teaching
1= some evidence of learning and/ or supportive teaching
2= moderate evidence of learning and/or supportive teaching
3= high evidence of learning and/or supportive teaching
4= demonstrates a model for excellence in teaching that results in a high level of student learning
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I. Literacy Environment
The teacher carefully plans and effectively creates a literacy environment that fosters student interest and engagement in literacy learning.
Environmental Print Book Area Writing Supply Area Word Study Area Poetry Area
Displays and charts reflect
classs literacy learning
Limited commercially-made
wall charts and displays
Individual and group work
displayed
Charts from shared or
interactive writing displayed
for student reference
Guidelines for daily routines
displayed
Materials clearly labeled Large print name chart(s)
often moving to first/last in
grades 1 and 2 Word Wall: organized and
large enough to be helpful
and accessible to students Work board with literacy
workstation icons
Contains books of a wide
variety of genres
Contains books that are
organized in a variety of
ways such as by topic,
author, genre, or award
winners
Contains books displayed
attractively and face front
May contain student
recommendations Browsing boxes, labeled for
groups or individuals
Contains a wide variety of
materials, including
different kinds of writing
paper, writing tools,
correction tape or fluid,
staplers, dictionaries and
thesauruses, letter stamps,
scissors, glue, tape, rulers
Materials are well-organized
and labeled
Materials are accessible to
students
Contains neat, organized
storage space for word study
materials, including word
study notebooks, and
magnetic letters
Buddy Study schedule may
be posted (Grades 1&2)
Minilesson charts on word
study (e.g., how to add
endings to words) are
displayed for student
reference (Grades 1& 2)
Contains a display or
collection of student poetry
anthologies
Contains a collection of
published poetry anthologies
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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II. Physical and Social Environment
The teacher organizes the physical environment in a way that fosters effective learning. The teacher also helps to create a social environment that promotes respect and
collaboration.
General Classroom Organization Student Space and Materials Social Environment
Furniture organized to allow easy movement of entire
class from one area to another Contains comfortable Community Meeting area that
allows students to meet in a circle
Community Meeting area contains an easel or
whiteboard
Classroom contains at least one small-group meeting
area that accommodates 4 - 8 students and teacher
Classroom incorporates structures designed to
maximize time and build routines (e.g., bins for
homework, attendance sheets, notes for home, etc.) An organized classroom free of clutter Workstations, with directions for use and appropriate
materials readily available
Each student has a home space (e.g., desk or seat at
table) Desks and tables are arranged such that clusters of
students can work collaboratively
Individual storage system is provided for each students
materials if desks are not available
The noise level in the classroom is low enough that
students can work effectively Students move independently throughout the room
Students can easily locate materials and replace them
when they are done
Community meetings are orderly
Students know the schedule and routines and follow
them easily
Students listen respectfully to one another
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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III. Grouping and Basic Structure
The teacher utilizes grouping strategies that help him or her accomplish the goals of the Balanced Literacy framework. The teacher plans time carefully, adhering to the
Balanced Literacy guidelines, and ensuring large blocks of time for literacy instruction.
Grouping Basic Structure
Dynamic grouping is used
Needs-based groups are used for Guided Writ ing Temporary homogenous groupings are used for Guided Reading
Teacher uses observation and assessment of students to inform grouping choices
Literacy instruction occurs in three blocks: Writing Workshop, Reading Workshop, and
Language/Word Study Reading Workshop(Shared Reading/Guided Reading/Workstations) lasts for about 90
minutes daily
Writing Workshop lasts for about 45- 60 minutes daily
Language/Word Study lasts for about 30 minutes daily, interspersed throughout the day
as possible
0 1 2 3 4 0 1 2 3 4
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IV. Reading Workshop: Guided Reading
Guided Reading is one component of three that make up Reading Workshop. In Guided Reading, the teacher works with a small group of readers to develop specificreading strategies that help them construct meaning from text. Guided Reading always follows the same format, with a text introduction, reading, and discussion and
teaching for process strategies following reading. Word Work and Extension activities are optional components of Guided Reading.
Text Introducing the Text Reading the Text After Reading the Text Extending the
Meaning
(optional)
Word Work
(optional)
Teacher is clearly
familiar with the selectedtext
Text contains concepts
and words that are
accessible to students
through instruction
Level of text is at
students instructional
level
Teacher selects text
based on information
about the students in the
group
Introduction is
conversational and brief Teacher scaffolds readers
with consideration to the
following: students
background knowledge,
making connections to
their lives & other texts,
text features, literary
craft, text structure, and
students interests
Includes information on
content and themes
Teacher may ask students
to attend to one or more
particular aspects of the
text but not to the
exclusion of focusing on
the meaning of the whole
text
Students read silently
Teacher listens tostudents read aloud,
taking notes on their oral
reading as needed
Teacher may confer with
students about the
reading
Discussion is conversational
Teacher facilitates discussionthat helps students to: discuss
their interest in the reading,
analyze the text, summarize
and synthesize information,
communicate ideas with
others, make inferences and
hypotheses, make connections
between texts and their lives,
evaluate text based on their
knowledge and experience,
confirm and extend meaning,
relate text to another, discuss
character development, etc.
Teacher teaches for processing
strategies
Students write
about the text Students do
another text-
related activity
that extends their
understanding of
the text
Brief (1 - 2
minutes) Focus on analysis
of individual
words using only
visual
information
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V. Reading Workshop: Literature Study
Literature Study is one component of three that make up Reading Workshop. In Literature Study, students have the opportunity to work in heterogeneous groupings toread and discuss high quality literature. Although the teacher provides guidance and modeling, this component allows students to self-select books, to plan their study,
and to tailor discussion to their interests.
Text Before Reading Reading the Text After Reading the Text Teacher Role
Text is primarily student-selected, with some
teacher guidance
Text is sufficiently deepand has sufficient layers
to allow for literary
discussions and
interpretation
Students in a given group
may all read the same bookor different books related
by theme or by author
Teacher groups studentsheterogeneously
Students and teacher
develop a schedule formeeting and discussing the
book
Students read or reread thebook independently
Students may make notes,
write, or draw inpreparation for meeting
Students meet to discussthe book
Students choose topics of
discussion
Teacher observes
discussion, intervening as
necessary to model
Teacher acts as a facilitatorrather than an instructor
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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VI. Reading Workshop: Shared Reading and Managed Independent WorkstationsIn Shared Reading students read together or take roles in reading a short shared text. They reflect the meaning of the text with their voices. The teacher decides on a fewgoals to focus on with the students.Managed Independent Workstations provide students with opportunities to work and reinforce previous learning independently while providing teachers with time for
small group instruction.
Shared Reading Managed Independent Workstations
Organization of Materials
A designated area for gathering should be large enough to accommodate the
children. The children should be seated with all children having visual access
to the easel.
An easel, pocket chart, or wall space to display of written material to be read.
Additional materials are easily accessible (Wikki Stix, Frames, Cover-up tape)
Printed text of high quality in a font large enough to be easily seen by all
Observation
Actively teaching a strategy/skill that is focused on a significant aspect of thereading/writing process
Emphasizing a readers/writers statement using appropriate language: As areader, we have to stop our voices where the writer tells us to. Readers stop
their voices when they see a period. OrThis author uses a repetitive line to
emphasize meaning for the reader.
Rereading text to enhance fluency and comprehension
Using a transition statement of what students will try today: Today when you
are reading be sure to use and when we come back you will have a chance to
share a t the end o f managed independent learningGeneral Tips
The following materials may be used for shared reading:
Big books Charts poems, stories, passages
Pocket chart - stories, poems, passages
Overhead transparencies of content area materials
Interactive Writing
Wall Stories
Workboard: in a location easily seen by all
Icons to identify stations
Simple directions (I Can)
Reading & writing options in stations
Tiered practice
Choice
Accountability
Possible Stations Browsing Boxes
Library
Read the Room
Write the Room
Writing
Big Book Listening
Content Area
Word Study/ABC/Buddy Study
Overhead
Poetry
Pocket Chart
Drama/Storytelling
Other
0 1 2 3 4 0 1 2 3 4
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VII: Language/Word Study
Interactive Read-
Aloud
Interactive Writing Interactive Vocabulary Interactive
Edit
Word Study Additional
Components
Teacher selects high-
quality fiction, non-
fiction, and poetry
for read-aloud
Students are seated
comfortably
While reading, the
teacher engagesstudents in
discussion by having
them relate the text
with their own lives,
think about authors
craft, genre or theme,
make predictions,
etc.
Teacher models
thinking aloud
Read-aloud books
read are displayed so
students may reread
them Teacher may display
chart of titles of
books read aloud
Negotiation of text
Teacher and students negotiate the
exact text
Text should be readable for the
students
Text negotiated has an authentic
purpose
Teacher refers to the audience as
readers and the students aswriters
Composing of text
If the piece is a continuation of the
message from yesterday, the
teacher and students reread entire
piece to model the writing process.
Teacher guides students through
decisions that may involve:
audience, word choice, sentence
structure, point of view, form,
illustrations, style, and mood.
Teacher guides students as they
plan text:
1. restating the message several
times
2.counting the words in the
message
3.pointing to the spots on the
paper where the message will be
written
Constructing the text
Teacher makes moment-to-moment
decisions based upon his/her
knowledge of the students writing
skills, knowledge and/or behaviors.
Teacher shares the pen with
students.
Teacher assists students as they
reread text to clarify meaning.
Comprises 5 - 10 minutes of
the Language/Word Study
block
Teacher selects words for
study based on curricular or
student needs and interests
Teacher leads a lively
discussion about a fewexamples
Teacher focuses discussion
on word meanings
Teacher
explicitly
teaches about
conventions,
skills, and
strategies
Teacher focuses on the
rules of phonics and
spelling
Teacher delivers brief
minilesson based on
student or curricular
needs
Students apply theminilesson to
manipulating letters
and/or words by making
words with magnetic
letters, word sorts, &
finding words in
categories
Manipulative materials
are well organized
before lesson
The Buddy Study
method is consistently
used to help students
study spelling words
Spelling words selected
from 3 sources: spelling
minilessons, words to
learn based on errors
from students own
writing, and 500 mostfrequently used words
Students may use word
study notebook to keep
track of their work
Teacher quickly
presents a
standardized test-
taking skill
Teacher chooses from
among the following
options to help
students buildcommunication skills:
discussion and
conversation about
theme in books,
words, current events,
performance/dramatiza
tion, poetry, readers
theater, shared
reading, choral
reading, and
handwriting
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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VIII. Writing Workshop
During Writing Workshop, the teacher may select any combination of Independent Writing, Guided Writing, and Investigations. Independent Writing allows studentsto write about self-selected and assigned topics using the process approach. During Guided Writing, the teacher offers direct instruction in a skill or skills based on the
needs of the class. Writing Workshop always begins with a minilesson and ends with group sharing.
Writers Talk, Minilesson, &
Status of the Class
Independent Writing Guided Writing Group Sharing & Evaluation
Lasts about 5 - 10 minutes when
Writers Talk is included Writers Talk (optional): Teacher
and/or student present a brief (1 - 2
minutes) talk about a writers life,
writing process, or craft
Minilesson is based on students needs
or curricular objectives
Objective of minilesson is focused and
is stated in one or two sentences
Minilessons may generate charts to
hang up around the classroom
Status of the Class (optional): lasts 2
minutes
Lasts about 30 - 45 minutes
Students write quietly working ondrafts
Writing topics are both self-selected
and assigned
Multi-stage writing process (Explore,
Draft, Edit, Publish) is used
Teacher confers with students and
extends students processing and
understanding
Teacher asks genuine questions in
conferences
Teacher takes notes during individual
conferences
Teachers forms groups based on
student needs or interests Teacher establishes a writing focus
around drafting, revision, or editing
Teacher provides a rationale for when,
where, and why this understanding
may be used
Teacher may use mentor text or
models or other resources like a
thesaurus or dictionary
Teacher confers with individuals in
the group as they apply new
understandings to their writing
Students share their work, discuss the
focus of the lesson, and how to apply
it to future work
Lasts about 3 - 5 minutes
Sharing may occur in whole classin a community setting, in small
groups, or in pairs
Students may connect back to the
minilesson, discuss reactions to
reading, read parts of their books
aloud, or share written responses
Students might evaluate how the
Writing Workshop is going
Teacher lifts or extends students
understanding
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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IX. Assessment
Careful assessment and observation are the cornerstone of the Balanced Literacy framework. Teachers use a variety of assessment techniques as well as their
observations of students reading and writing behaviors to inform instructional decisions.
General Practices Assessment of Reading Assessment of Writing Assessment of Word Study
Teacher uses a variety of assessment
techniques
Assessment is embedded daily inreading, writing, and language/word
study
Students are involved in the
assessment process by routinely
assessing their own work and setting
goals
Teacher uses assessment to inform
instruction Teacher uses assessment to establish
and reconfigure instructional groups
Assessment of students reading
should examine these indicators:
strategic actions for sustaining andexpanding reading, reading habits
(amounts, type, and quality of
reading), level of text, attitudes and
interests, response to literature
Assessment techniques should include
Balanced Literacy required reading
assessments and others that the teacher
may find useful
Assessment of students writing should
examine these indicators: organization
and development of ideas, the writerscraft, voice, word choice, and
language, conventions (grammar,
punctuation, and spelling) , students
interest and attitudes toward writing
Assessment techniques should include
Balanced Literacy required writing
assessments and others that the teacher
may find useful
Assessment of students word
study knowledge should examine
these indicators: phonics,spelling, and vocabulary
Assessment techniques should
include Balanced Literacy
required word study assessments
and others that the teacher may
find useful
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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Classroom Observation Tool
Intermediate Level
INSTRUCTIONS
1)Using the scales in this observation tool and the rating scale on page 3, please rate each teacher in your school who
has been trained in the Balanced Literacy framework on the quality of their implementation of the framework.
2) For each teacher, please fill in the information below:
Teachers Name ______________________________________________________
Teachers School __________________________ Teachers Grade ____________
Rater (your name) _____________________________________________________
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Literacy Classroom Observation Tool
Intermediate Level
IntroductionThis tool is designed for observation in Balanced Literacy classrooms.1
It is designed to evaluate the extent to which the teachersimplementation of the Literacy framework conforms to the framework as articulated in Guiding Readers and Writers Grades 3-6 (Fountas &
Pinnell, 2001) and other Balanced Literacy materials. It includes the following scales:
Literacy Environment
Physical & Social Environment
Grouping & Basic Structure
Reading Workshop: Guided Reading
Reading Workshop: Literature Study
Reading Workshop: Independent Reading
Language/Word Study
Writing Workshop
Assessment
1Education Development Center, Inc. in 2002 originally developed this tool. This revised version is based on the original EDC tool but reflects revisions
by Lesley University Intermediate Faculty (May 2005) and Granville County Schools (April 2011).
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Rating Scale
Each scale utilizes the following rating scheme:
0= none or very little evidence of learning and/or supportive teaching
1= some evidence of learning and/ or supportive teaching
2= moderate evidence of learning and/or supportive teaching
3= high evidence of learning and/or supportive teaching
4= demonstrates a model for excellence in teaching that results in a high level of student learning
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I. Literacy Environment
The teacher carefully plans and effectively creates a literacy environment that fosters student interest and engagement in literacy learning.
Environmental Print Book Area Writing Supply Area Word Study Area Poetry Area
Displays and charts reflect
classs literacy learning
Limited commercially-made
wall charts and displays
Individual and group work
displayed
Charts from minilessons
displayed for student
reference
Guidelines for daily routines
displayed
Materials clearly labeled
Contains books of a wide
variety of genres
Contains books that are
organized in a variety of
ways such as by topic,
author, genre, or award
winners
Contains books displayed
attractively and face front
May contain student
recommendations
Contains a wide variety of
materials, including
different kinds of writing
paper, writing tools,
correction tape or fluid,
staplers, dictionaries and
thesauruses, letter stamps,
scissors, glue, tape, rulers
Materials are well-organized
and labeled
Materials are accessible to
students
Contains neat, organized
storage space for word study
materials, including word
study notebooks, and
magnetic letters
Buddy Study schedule may
be posted
Minilesson charts on word
study (e.g., how to add
endings to words) are
displayed for student
reference
Contains a display or
collection of student poetry
anthologies
Contains a collection of
published poetry anthologies
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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II. Physical and Social Environment
The teacher organizes the physical environment in a way that fosters effective learning. The teacher also helps to create a social environment that promotes respect
and collaboration.
General Classroom Organization Student Space and Materials Social Environment
Furniture organized to allow easy movement of
entire class from one area to another
Contains comfortable Community Meeting area that
allows students to meet in a circle
Community Meeting area contains an easel or
whiteboard
Classroom contains at least one small-group meeting
area that accommodates 4 - 8 students and teacher
Classroom incorporates structures designed to
maximize time and build routines (e.g., bins for
homework, attendance sheets, notes for home, etc.)
Each student has a home space (e.g., desk or seat at
table)
Desks and tables are arranged such that clusters of
students can work collaboratively
Individual storage system is provided for each
students materials if desks are not available
The noise level in the classroom is low enough that
students can work effectively
Students move independently throughout the room
Students can easily locate materials and replace them
when they are done
Community meetings are orderly
Students know the schedule and routines and follow
them easily
Students listen respectfully to one another
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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III. Grouping and Basic Structure
The teacher utilizes grouping strategies that help him or her accomplish the goals of the Balanced Literacy framework. The teacher plans time carefully, adhering
to the Balanced Literacy guidelines, and ensuring large blocks of time for literacy instruction.
Grouping Basic Structure
Dynamic grouping is used
Needs-based groups are used for Guided Writing
Temporary homogenous groupings are used for Guided Reading
Heterogeneous groupings are used for Literature Study
Teacher uses observation and assessment of students to inform grouping choices
Literacy instruction occurs in three blocks: Writing Workshop, Reading Workshop,
and Language/Word Study
Reading Workshop lasts for about 60 minutes daily
Writing Workshop lasts for about 45- 60 minutes daily
Language/Word Study lasts for about 30 minutes daily, interspersed throughout the
day as possible
0 1 2 3 4 0 1 2 3 4
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IV. Reading Workshop: Guided Reading
Guided Reading is one component of three that make up Reading Workshop. In Guided Reading, the teacher works with a small group of readers to develop
specific reading strategies that help them construct meaning from text. Guided Reading always follows the same format, with a text introduction, reading, and
discussion following reading. Word Work and Extension activities are optional components of Guided Reading.
Text Introducing the
Text
Reading the Text After Reading the Text Extending the
Meaning(optional)
Word Work
(optional)
Teacher is clearly
familiar with the
selected text
Text contains concepts
and words that are
accessible to students
through instruction
Level of text is at
students instructional
level
Teacher selects text
based on information
about the students in the
group
Introduction is
conversational and brief
Teacher scaffolds
readers with
consideration to the
following: students
background knowledge,
making connections to
their lives & other texts,
text features, literary
craft, text structure, and
students interests
Includes information on
content and themes
Teacher may ask
students to attend to one
or more particular
aspects of the text but
not to the exclusion of
focusing on the
meaning of the whole
text
Students read
silently
Teacher listens to
students read
aloud, taking notes
on their oral
reading as needed
Teacher may
confer with
students about the
reading
Discussion is conversational
Teacher facilitates discussion
that helps students to: discuss
their interest in the reading,
analyze the text, summarize
and synthesize information,
communicate ideas with others,
make inferences and
hypotheses, make connections
between texts and their l ives,
evaluate text based on their
knowledge and experience,
confirm and extend meaning,
relate text to another, discuss
character development, etc.
Teacher teaches for processing
strategies
Students write about
the text
Students do another
text-related activity
that extends their
understanding of the
text
Brief (1 - 2
minutes)
Focus on
analysis of
individual
words using
only visual
information
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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V. Reading Workshop: Literature Study
Literature Study is one component of three that make up Reading Workshop. In Literature Study, students have the opportunity to work in heterogeneous
groupings to read and discuss high quality literature. Although the teacher provides guidance and modeling, this component allows students to self-select books, to
plan their study, and to tailor discussion to their interests.
Text Before Reading Reading the Text After Reading the Text Teacher Role
Text is primarily student-
selected, with some
teacher guidance
Text is sufficiently deep
and has sufficient
layers to allow forliterary discussions and
interpretation
Students in a given group
may all read the samebook or different booksrelated by theme or by
author
Teacher groups students
heterogeneously
Students and teacherdevelop a schedule for
meeting and discussing
the book
Students read or reread
the book independently
Students may makenotes, write, or draw in
preparation for meeting
Students meet to discuss
the book
Students choose topics ofdiscussion
Teacher observes
discussion, intervening asnecessary to model
Teacher acts as a
facilitator rather than an
instructor
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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VI. Reading Workshop: Independent Reading
Independent Reading is one component of three that make up Reading Workshop. In Independent Reading, students self-select books that are at a comfortable
level and read independently. Focused minilessons are tailored to the needs of the class, while readers notebooks provide teacher and students a means of
communicating about reading as well as a means of using writing to extend student understanding of text.
Book Talk, Minilesson, & Status of theClass
Independent Reading Group Sharing & Evaluation
Lasts about 5 - 15 minutes when Book Talk is included
Book Talk (optional): Teacher and/or student present a
brief (1 - 2 minutes) commercial fo r a book
Minilesson is based on students needs or curricular
objectives
Objective of minilesson is focused and is stated in one
or two sentences
Minilessons may generate charts to hang up around the
classroom
Status of the Class (optional): lasts 2 minutes
Lasts about 30 - 45 minutes
Students select and read just right texts
independently or write about their reading
Teacher confers with students and extends
students processing and understanding
Teacher asks students genuine questions in
conferences
Teacher takes notes during individual conferences
Teacher may meet with small groups
Lasts about 3 - 5 minutes
Sharing may occur in whole class in a community
setting, in small groups, or in pairs
Students may connect back to the minilesson,
discuss reactions to reading, read parts of their
books aloud, or share written responses
Students might evaluate how the Reading
Workshop is going
Teacher lifts or extends students understanding
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
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VII: Language/Word Study
Language/Word Study offers the teacher an opportunity for direct instruction in specific skills. The teacher selects among diverse areas of focus based on the needs of the
students. Language/Word Study includes the following major focus areas: reading comprehension (taught through Interactive Read-Aloud), vocabulary, specific writing
skills (taught through Interactive Edit), and word study. Additional skills, such as skills for taking standardized tests, may also be introduced.
Interactive Read-Aloud Interactive
Vocabulary
Interactive Edit Word Study Additional Components
Teacher selects high-quality
fiction, non-fiction, and poetry
for read-aloud
Students are seated
comfortably
While reading, the teacher
engages students in discussion
by having them relate the text
with their own lives, think
about authors craft, genre or
theme, make predictions, etc.
Teacher models thinking
aloud
Read-aloud books read are
displayed so students may
reread them Teacher may display chart of
titles of books read aloud
Comprises 5 - 10
minutes of the
Language/Word Study
block
Teacher selects words
for study based on
curricular or student
needs and interests
Teacher leads a lively
discussion about a few
examples
Teacher focuses
discussion on word
meanings
Teacher explicitly
teaches about
conventions, skills, and
strategies
Teacher focuses on the rules of phonics
and spelling
Teacher delivers brief minilesson based
on student or curricular needs
Students apply the minilesson to
manipulating letters and/or words by
making words with magnetic letters,
word sorts, & finding words in categories
Manipulative materials are well
organized before lesson
The Buddy Study method is consistently
used to help students study spelling
words
Spelling words selected from 3 sources:
spelling minilessons, words to learn
based on errors from students own
writing, and 500 most frequently used
words
Students may use word study notebook tokeep track of their work
Teacher quickly presents a
standardized test-taking skill
Teacher chooses from
among the following options
to help students build
communication skills:
discussion and conversation
about theme in books,
words, current events,
performance/dramatization,
poetry, readers theater,
shared reading, choral
reading, and handwriting
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VIII. Writing Workshop
During Writing Workshop, the teacher may select any combination of Independent Writing, Guided Writing, and Investigations. Independent Writing allows students to
write about self-selected and assigned topics using the process approach. During Guided Writing, the teacher offers direct instruction in a skill or skills based on the needs
of the class. Investigations provides students with an opportunity to research and write about a topic. Writing Workshop always begins with a minilesson and ends withgroup sharing.
Writers Talk,
Minilesson, & Status ofthe Class
Independent Writing Guided Writing Investigations Group Sharing &
Evaluation
Lasts about 5 - 10 minutes
when Writers Talk is included
Writers Talk (optional):
Teacher and/or student present
a brief (1 - 2 minutes) talk
about a writers life, writing
process, or craft
Minilesson is based on
students needs or curricular
objectives
Objective of minilesson is
focused and is stated in one or
two sentences
Minilessons may generate
charts to hang up around the
classroom
Status of the Class (optional):
lasts 2 minutes
Lasts about 30 - 45 minutes
Students write quietly in
notebooks or work on drafts
Writing topics are both self-
selected and assigned
Multi-stage writing process
(Explore, Draft, Edit,
Publish) is used
Teacher confers with
students and extends
students processing and
understanding
Teacher asks genuine
questions in conferences
Teacher takes notes during
individual conferences
Teachers forms groups based
on student needs or interests Teacher establishes a writing
focus around drafting,
revision, or editing
Teacher provides a rationale
for when, where, and why this
understanding may be used
Teacher may use mentor text
or models or other resources
like a thesaurus or dictionary
Teacher confers with
individuals in the group as
they apply new
understandings to their
writing
Students share their work,discuss the focus of the
lesson, and how to apply it to
future work
Investigations may be done
by individuals, partners, small
or large groups
Students formulate questions
about a topic
Students use a wide variety of
research tools to gather
information (e.g., interviews,
questionnaires, observations,
books, Internet, etc.)
Students present a final
project (e.g., performance, a
display, a paper, etc.)
Teacher provides guidelines,
structure, and timeline
Lasts about 3 - 5 minutes
Sharing may occur in whole
class in a community setting,
in small groups, or in pairs
Students may connect back to
the minilesson, discuss
reactions to reading, read
parts of their books aloud, or
share written responses
Students might evaluate how
the Writing Workshop is
going
Teacher lifts or extends
students understanding
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IX. Assessment
Careful assessment and observation are the cornerstone of the Balanced Literacy framework. Teachers use a variety of assessment techniques as well as their
observations of students reading and writing behaviors to inform instructional decisions.
General Practices Assessment of Reading Assessment of Writing Assessment of Word Study
Teacher uses a variety of assessment
techniques
Assessment is embedded daily in
reading, writing, and language/word
study
Students are involved in the
assessment process by routinely
assessing their own work and setting
goals
Teacher uses assessment to inform
instruction Teacher uses assessment to establish
and reconfigure instructional groups
Assessment of students reading
should examine these indicators:
strategic actions for sustaining and
expanding reading, reading habits
(amounts, type, and quality of
reading), level of text, attitudes and
interests, response to literature
Assessment techniques should include
Balanced Literacy required reading
assessments and others that the teacher
may find useful
Assessment of students writing should
examine these indicators: organization
and development of ideas, the writers
craft, voice, word choice, and
language, conventions (grammar,
punctuation, and spelling) , students
interest and attitudes toward writing
Assessment techniques should include
Balanced Literacy required writing
assessments and others that the teacher
may find useful
Assessment of students word
study knowledge should examine
these indicators: phonics,
spelling, and vocabulary
Assessment techniques should
include Balanced Literacy
required word study assessments
and others that the teacher may
find useful
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COTs on Environment January 11, 2013 1:56 PM
From: Erin Robbins
To: Evaluator A Evaluator B
Cc: Administrator A Administrator B
COTs on Environment.docx (36.2 KB) Download | Briefcase | Remove
Hi Ladies,
Attached you will find a table with the teachers assigned to each of us for the COTs onenvironment. I tried to be sure to give each of us a range of grade levels. I did, however, avoid youhaving to assess someone from your own grade level team.
If you would like me to make copies for you just let me know. When you finish, please drop themby my office.
Have a wonderful weekend!
Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow!
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Classroom Observation Tool (COT) on EnvironmentDebriefing Meeting
Present:
Evaluator A Evaluator B Erin Robbins
Things to Share:
Plus/Delta emails for teachers to provide some feedback. (Approx. 3positives/1 area of improvement)
Mindful of the COTs scale, scores with more reliability are those thatdo not score extremely high across the board.
There is always room for improvement.Overall School Strengths:
Reading area: books are labeled, student choice Classroom layout: clustered desks, whole group area
Overall School Area(s) of Improvement:
Poetry: thoughtfully choosing poems with strong teaching points, needresources, do 3-5 teachers have F & P poetry book?
3-5 Writing station, Word work station (Model classroom); it wasmentioned that these classrooms are much smaller and do not have asmuch space to organize.
Individual teachers identified who may need additional assistance
from our curriculum coach: Teacher A: buddy study not yet started; the teacher shared that the
students are not ready
Teacher B: general organization Teacher C: labeling/organizing writing stations
Teacher Exemplars (Invite teachers to observe in these classrooms):
3-5: Teacher D, Teacher E, Teacher F K-2: Teacher G, Teacher H
Additional Considerations:
Are there supplies we can purchase for teachers to help organize theirstations?
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Teacher'A'
COTs'on'Environment'Feedback'
+' ' Room'displays'many'charts'that'
reflect'literacy'learning' Consider'bulking'up'the'Poetry'
Area'with'both'purchased'and'
student'published'anthologies'
(This'may'be'something'you'want'
to'discuss'as'a'grade'level'when'
deciding'what'to'include'on'a'
materials'list'for'Administrator'B)'
Environmental'Print'is'strong'throughout'the'entire'room'with'
all'materials'and'learning'areas'clearly'labeled'
'
Book'Area'contains'a'wide'variety'of'titles'and'is'clearly'labeled'in'a'
variety'of'ways'(e.g.'genre,'
author)'
'
Writing'Area'contains'a'wide'variety'of'materials'for'students'
to'use'during'literacy'stations'
'
Students'can'move'about'the'room'independently'keeping'an'
appropriate'noise'level'for'effective'work'to'be'done''
'
'
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Re: COTs on Environment Feedback February 15, 2013 6:20 AM
From: Erin Robbins
To: Teacher A
K Poetry.pdf(2.7 MB) Download | Briefcase | Remove
Good question, Teacher A!
I have attached a copy of some rhyming poems that can work throughout the school year. Quite a fewhave activities that probably wouldn't be appropriate for Kindergarten, but you can always retype thepoems or make posters from them. You can use acrostics, shape poems, poems that tell stories, poemsthat convey strong emotion, songs, nursery rhymes...
I will continue looking to see if there are resources that already have an organized set of appropriateand varied poems. I am sure there must be something out there. Thanks.
Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow
----- Original Message -----From: "Teacher A" To: "Erin Robbins" Sent: Friday, February 15, 2013 5:44:32 AMSubject: Re: COTs on Environment Feedback
Do you have any suggestiuons as far as what poems for kindergarten to display for station? Nurseryrhymes?
Teacher AKindergarten TeacherStovall Shaw Elementary School
----- Original Message -----From: Erin Robbins To: Teacher A Sent: Thu, 14 Feb 2013 06:22:02 -0500 (EST)Subject: COTs on Environment Feedback
Good Morning Teacher A,
Thank you for allowing me to come in and take a look at your classroom environment as it relates toliteracy and the physical and social space. I have attached a copy of the plus/delta for your review.
If you have any questions or would like help improving any deltas do not hesitate to ask; I would love
to assist in any way I can!
Have a great day.
Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow