Sunday, August 10, 2008
We hope your year has gotten off to a terrific start with the first day of class out of the way. Please feel free to add ideas or express concerns here at our blog page designed for you. Check back often to view ideas from other teachers and the latest from the Language! Literacy Coaches team.
Thursday, April 3, 2008
Placement Testing- Main Phase Complete!!
New Language! Checklist provided by Sopris
CLASSROOM ENVIRONMENT
Level of Implementation | Component | Comments | |||
P | D | N/E | N/A | ||
| | | | 1. Lesson plan evident and clearly driving the daily instruction. | |
| | | | 2. Environment reflects an advanced knowledge of LANGUAGE! concepts and instruction (bulletin boards, materials, etc.) | |
| | | | 3. Student materials are in use (Student Text, Interactive Text, Student Notebooks) | |
| | | | 4. Displayed student work clearly represents exemplary student outcomes for one of the daily 6 Steps | |
| | | | 5. Physical arrangement encourages students to see and hear all parts of the lesson and permits teacher to easily access all students |
TEACHING ATTRIBUTES
Level of Implementation | Component | Comments | |||
P | D | N/E | N/A | ||
| | | | 6. Instruction follows Teacher Edition steps from sound to text | |
| | | | 7. Instruction contains accurate and clear explanation of concepts and content | |
| | | | 8. Instruction is direct, explicit and differentiated as needed (including providing students “think time” before answering questions) | |
| | | | 9. Instruction paced according to recommended time allocations (minutes per step 10-10-15-15-20-20) | |
| | | | 10. Connections between activities and steps are clearly articulated | |
| | | | 11. There are ample opportunities for guided practice with a high level of teacher direction and interaction | |
| | | | 12. Teacher implementing plan/procedures for catching up students who are absent | |
| | | | 13. Transition between activities is efficient/rapid | |
| | | | 14. Immediate re-teaching, reinforcement and feedback | |
| | | | 15. Assessment data/grading system is updated regularly and clearly used to adjust instruction; teacher using online component |
STUDENT BEHAVIORS
Level of Implementation | Component | Comments | |||
P | D | N/E | N/A | ||
| | | | 16. Students monitor their own fluency progress |
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| | | | 17. Actively engaged and on task | |
| | | | 18. Display clear knowledge of procedures and routines | |
| | | | 19. Display high level of interaction with teacher | |
| | | | 20. Engage in a variety of appropriate peer interactions | |
| | | | 21. Students regularly use Student Interactive Text as an instructional tool and resource |
P-Present (strong aspect) D-Developing (aspect present but needs strengthening)
N/E-Not Evident (observer expected to but did not witness this aspect)
N/A Not Applicable (does not apply to lesson observed/observer was not present for this part of the lesson
Friday, February 1, 2008
Welcome!
Here's your chance to discuss Language! with other teachers throughout your district or state. As a Literacy Coach for the Knox County School District in our first year of implementation, I felt it important for everyone to have a means of communicating with others who are working to promote literacy in our schools. So here's your chance! Post your questions, comments, needs, requests, concerns, or ideas regarding Language! We'd love to have your input!