Claassroom Observation

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”.
Indicate adult T = Teacher A = Aide	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

1