printer friendly >
Toolbox
The Toolbox contains a collection of articles with practical advice for school and classroom management.
Toolbox Archives >
Observing a Balanced Literacy Classroom
How many school principals studied literacy education as part of our administrative training? If you guessed “none,” you’ve probably hit the mark.
So, what do you look for when you observe a balanced literacy classroom?
Here’s a checklist recommended by Pam Early, South-Western’s Director of Elementary Education.
(NOTE: South-Western’s checklist formats the Comments column to the right of the checklist.)
Physical Environment
What to Look for
- Books, print, literacy tools are everywhere
- Many different types of authentic reading materials available to students
- Authentic classroom tasks displayed
- Browsing boxes grouped by levels
- Materials at all levels
- Resources available
- Supplies (teacher and student) easily accessible
- Meeting area with literacy easel
- Room set up to accommodate a variety of types of work (large group, small group, one-on-one centers, etc.)
- Expectations and routines clearly posted
Comments:
Classroom Climate
What to Look For
- Balance of quiet and talk activities
- Interactive conversations concerning reading and writing
- Expectations are clear to students, and they can self-regulate
- Students engaged in meaningful literacy work
- Higher level questions are asked by the teachers and students
- Independent literacy work may be open-ended, encouraging higher level skills
- Students encouraged to take risks
- Transitions between activities smooth and efficient
- Evidence of on-going assessment of student progress
- Community and cooperation
- Student independence, ownership, and responsibility
Comments:
Read Aloud
What to Look for
- Selection is appropriate for age and interests of students
- Uses a variety of types of text for read aloud
- Teacher models reading strategies through “think aloud’s”
- Occurs every day
- Students invited to respond to read aloud selections
- Specific teaching points are evident
Comments:
Shared Reading
What to Look for
- All students have access to text
- Specific teaching points are evident
- Parts of text are highlighted to reinforce teaching point
- Text read repeatedly
Comments:
Guided Reading
What to Look for
- Teacher working with small, flexible group (5-6 students)
- Group has similar needs, determined through assessment
- Text used presents challenges and supports to students
- Teacher provides support through introduction to selection, highlighting key ideas, vocabulary, etc.
- Students read text independently with teacher available to provide support
- Teacher and students return to text for a teaching point after reading
- Teaching points are evident and clear to students
- Teacher making anecdotal notes about individuals and group
- Teacher listening to individuals read
Comments:
Inepdendent Reading
What to Look for
- Students know how to select appropriate books for themselves
- Students reading independently
- Students self-select reading material
- Teacher conferencing with individuals
- Students may be responding to text through writing or some other form
Comments:
Modeled/Shared Writing
What to Look for
- Teacher thinks aloud about all aspects of writing process
- Focused on specific skill(s)
- Skill focus determined from assessing student work
- Writing done so all students can view it
- Teacher models rereading and revising
- Teacher discusses writing with students
- Teacher clearly states expectations to help students in their own writing—may develop a rubric together
Comments:
Interactive Writing
(more prevalent in primary grades)
What to look for
- Teacher negotiates text with students
- Text is authentic, meaningful, and intended for a specific audience
- Teacher shares pen with students, selecting parts for students based on knowledge of their skills
- Writing is challenging but “doable” for students
- Teaching points evident
- Teacher engages all students while individuals are writing
- Lesson moves along at appropriate pace
Comments:
Guided Writing (Writing Workshop)
What to Look for
- May begin with mini-lesson (this may also be part of the modeled/shared/interactive writing components)
- Students writing, practicing skills learned through mini-lessons
- Writing may be student choice or teacher assigned
- Teacher meeting with individuals or small groups of students to teach specific skills
- Students aware of and following routines established
- Students may be participating in peer conferences
Comments:
Independent Writing
What to Look for
- Students self-select topics
- Teacher conferencing with students
- Students have opportunity to publish writing if they want
Comments:
Word Study
What to Look for
- Imbedded in all other aspects of balanced literacy
- Focus on patterns found in words to enhance reading and spelling
- Open and closed word sorts
- Use of word walls
- Emphasis on increasing vocabulary for reading and writing
Comments:
