Claassroom Observation

The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten

Att_Part B-App G. Classroom Observation(SC.)

The Effectiveness of a Program to Accelerate Vocabulary Deve. in Kindergarten (Teachers)

OMB: 1850-0846

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Appendix G

Appendix G


Classroom Observation Form



Classroom Observation Tool


3 Instruments:


  • Snapshot

  • Teacher Talk Observation

  • Teacher Read Aloud

Snapshot of Classroom

Every 5 minutes, take 30 seconds to code.

Date: _____________________ School: ______________________ Teacher: __________________

Codes for Teacher’s & Aide’s Behavior

Write code in the cells of the grid below. For example, if the teacher engages in a lesson on decoding, then the combination of codes from below would be entered in the cell for “decoding” and “lesson in literacy content”.

  1. Indicate adult

T = Teacher A = Aide

  1. Code Behavior/Instructional Style

P = Presenting (student(s) watch(es)/listen(s))

I = Interacting with student(s) (adult & student(s) talk)

O = Observing student(s) (adult not talking)

C = Circulating, talking to students

N = Not involved (administrative activities)

Examples:

TP = Teacher presenting;

AI = Aide Interacting with students



Total number of students in room



Total number of adults in room


Start Time: ____ : ____



Context


Student Grouping with Teacher (circle)


1 2 3-5 6-10


11+ WH (Whole class)

Coder: __________

Lesson in Literacy Content

Lesson in Other Academic Content

Class Meeting

Develop-mental Activity

Routine/ Mgmt/ Transition

Literacy Content

Decoding/Phonics/Text (w/ print)






Letter ID (alphabet/ numerals)







Phonological Awareness (sounds)







Student Grouping with Aide (circle)


1 2 3-5 6-10


11+ WH (Whole class)

Oral language (no print)






Comprehension support






Vocabulary






Spelling (sight words/ conventional)






Writing (emergent, copying, tracing)






Teacher reading (text not visible)






Other activity/ NO literacy focus






Comments:




Total number of students in room



Total number of adults in room


Start Time: ____ : ____



Context


Student Grouping with Teacher (circle)


1 2 3-5 6-10


11+ WH (Whole class)

Coder: __________

Lesson in Literacy Content

Lesson in Other Academic Area

Class Meeting

Develop-mental Activity

Routine/ Mgmt/ Transition

Literacy Content

Decoding/Phonics/Text (w/ print)






Letter ID (alphabet/ numerals)







Phonological Awareness (sounds)







Student Grouping with Aide (circle)


1 2 3-5 6-10


11+ WH (Whole class)

Oral language (no print)






Comprehension support






Vocabulary






Spelling (sight words/ conventional)






Writing (emergent, copying, tracing)






Teacher reading (text not visible)






Other activity/ NO literacy focus






Comments:

Teacher Talk Observation Profile (TOP)

Code the frequency of each teacher behavior during the 4-minute interval between Snapshot coding intervals. Continue coding on the same grid for as long as the teacher remains with the same student group. Whenever the teacher moves to a new student group, begin a new grid.


Date: _____________________ School: ______________________ Teacher: __________________


Student Grouping (circle)

1 2 3-5 6-10

11+ WH (Whole class)

TC (Teacher circulating)

TNT (Teacher not talking)


Interruption (Interval not coded)

TR Teacher Reads Aloud

OTH Other (specify):


Interruption time: ______ : ______



Start Time: ____ : ____

End Time: ____ : ____


Coder:



Teacher presenting /

Teacher-led instruction

(student(s) watch/listen)

Teacher interacting with students

(both teacher & student(s) talk)

Teacher Talk

(Mark “X” in box for each occurrence)

(Code each occurrence: “S” for “statement” or “Q” for “question”; *if unsure, code “S”)

Cognitively challenging

























Concrete/Description/Label

























Comprehension Support

























Relates to experiences/books

























Extends topic initiated by student

























Other (None of the above)

























Vocabulary

(Mark “X” in box for each occurrence)

Uses synonym

























Uses definition

























Uses example

























Uses contrast

























Extends/corrects student meaning

























Asks student - apply understanding


























Conversation

Overall Rating of Conversations 0= never happens

during this interval 1= some back & forth occurs

2= rich back & forth occurs

Total number of students

with whom teacher converses:


List vocabulary words introduced /defined:







Teacher Read Aloud

Coder: _______________



During Reading


After Reading

Post-reading discussion:

Start Time: ____:____ am pm

End Time: ____:____ am pm

Summarizes book content

(Retells story, information)













INV students involved

NoINV Ss not involved

NoSUM none

Title of Book: ________________________

Author: ________________________

Identifies main idea













Teacher: ____________________________

School: ____________________________

Structure/Sequence (story structure, story elements, non-fiction structure, event sequence)














Prior to Reading

Discusses book-related topics/themes













Teacher is reading to:

Topics/events/themes to look for in book


Recalls information or events from book













W Whole class

L Large group

S Small group

2 Pair

1 Individual

Overview of book content (tells story/summarizes information)


Refers to passage/pictures to support understanding/ make predictions













Background information related to book


Checks accuracy of predictions or inferences













Predictions


Asks students to justify responses with evidence from text














Extends student comments






Extends student comments













Rating of conversations

Cognitively challenging






Cognitively challenging













Concrete, description, labeling






Concrete, description, labeling













0 = Never occur

1 = some back & forth occur

2 = rich back & forth occur

Comprehension support (strategies, general knowledge)






Comprehension support













Relates to experiences, activities, other books






Relates to experiences, activities, other books













Other literacy (print, phonology, decoding, book concepts)






Other literacy (book concepts, print, phonological awareness, decoding)













Total # students w/ whom teacher converses


Other






Other













Vocabulary

(Code throughout entire book reading)

VS

Uses synonym








List vocabulary words:

VD

Uses definition








VE

Uses example








VC

Uses contrast








XSM

Extends/corrects student-provided meaning








QSU

Asks student to apply understanding of word meaning









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File Typeapplication/msword
File TitleClassroom Observation Tool
AuthorAbt
Last Modified ByTara.Bell
File Modified2007-09-05
File Created2007-09-05

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