E.L.

CLASSROOM OBSERVATION CHECKLIST

Teacher____________________________ Grade(s)_____ Class_________________________

Master Plan Program: SEI Waiver to Basic Bilingual (including TWI) Mainstream (sheltered) ESL Content

ENGLISH LANGUAGE DEVELOPMENT OBSERVATION TOOL

OBSERVATION PREPARATION Standards are identified and expectations are explained to all students Lesson/pacing plans are evident Adequate numbers of materials Print rich environment Evident classroom routines and procedures PROOF Lesson/agenda/pacing plan present ELA & ELD standards posted State/LGB adopted materials present Student work posted and referred to during instruction Processes/Skills & Concepts explanations posted Culturally relevant motivational posters Daily agenda posted Multi-lingual classroom library present

Classroom policies posted

INSTRUCTION Direct instruction is evident Demonstration and models precede practice exercises Appropriate pacing maintains student engagement Connection between new and acquired knowledge is clear Appropriate vocabulary instruction is evident Careful transitions lead to independent work Activities provide opportunities to use academic English Writing instruction is taught as a process New information is introduced in manageable in sequential units Careful explanation of expectations by means of rubrics and criteria charts provided ELD lesson (mini-lesson) integrated Professional and student models utilized Vocabulary word walls evident Vocabulary is connected and contextualized Phonics/High Frequency Words lesson provided Themed/Leveled library usage Reading strategy lesson explicitly taught Grammar/Literary analysis lesson Differentiation strategies engaged Practice activity engaged Self and peer assessment opportunities Use of overhead projector transparencies for skills modeling Stages of writing are explicitly taught with student reflection after each stage is complete Abundant comprehension checks using varied and appropriate questioning techniques Instruction of forms relate to language functions Rubric/criterion charts presented/posted Specific, focused feedback is offered in a positive way Lesson objective assessed through closing activities Quizzes Curriculum lesson test Curriculum unit test Curriculum writing projects Curriculum oral language development test Portfolio of school/district assessment maintained Lesson implementation reflection Assessment data analysis Rubrics/scoring criterion constantly referred to Abundant comprehension checks

Listening/Speaking lessons taught explicitly Use of technology integrated Research skills taught explicitly Cooperative learning activities engaged Lesson directly relevant to posted standard Error-correction evident yet not over-used
ASSESSMENT Formative assessment is ongoing throughout the lesson Instructional adjustments are made based on progress monitoring Summative assessment is authentic and related to previously taught skills/concepts

E.L. CLASSROOM OBSERVATION CHECKLIST

Teacher____________________________ Grade(s)_____ Class_________________________

Master Plan Program: SEI Waiver to Basic Bilingual (including TWI) Mainstream (sheltered) ESL Content

ACCESS TO CURRICULUM (S.D.A.I.E.) OBSERVATIONS

CONTENT COMPONENT Clear Evidence Some Evidence Limited Evidence No Evidence PROOF Lessons include both subject and language objectives Material is selected, adapted, and organized with language in mind Standards-based lesson objectives are ___clear and ___visible State/LGB adopted materials are used CONNECTIONS COMPONENT Clear Evidence Some Evidence Limited Evidence No Evidence COMPREHENSIBILITY COMPONENT Clear Evidence Some Evidence Limited Evidence No Evidence Students ___prior knowledge, ___learning modality is activated and used to connect new grad/proficiency level ___concepts and ___skills to previous learning Models of ___process and ___product are posted and used in daily instruction Meaningful, hands-on learning activities appropriate to proficiency level are designed to ___achieve content mastery AND to ___develop language skills Lessons include varied scaffolding strategies such as: ___Visuals ___Contextualization/Clarification ___Modeling ___Increased wait time ___Frequent comprehension checks ___Realia/Manipulatives ___Graphic organizers ___Variety of questioning techniques appropriate to proficiency level Speech/textbook analysis and modifications reflect proficiency level of students such as: ___Questioning the author ___Choral reading ___Paraphrasing/Summarizing ___Teaching idioms ___Language Functions ___Other_______________________________________________________ FOR NON-LANUGAGE CLASSES ONLY Authentic assessment is designed to test content knowledge, NOT English Skills ___Ongoing ___Aligned to standards/instruction ___Anchor papers/exemplars ___Based on posted scoring rubrics/criterion charts ___Oral examinations INTERACTION COMPONENT Clear Evidence Some Evidence Limited Evidence No Evidence Students have frequent opportunities to ___Talk about lesson content ___Clarify concepts in their home language ___Re-present learning through a variety of ways Varied instructional groupings are present by ___Proficiency level ___Cooperative group ___Need

E.L. CLASSROOM OBSERVATION CHECKLIST

Teacher____________________________ Grade(s)_____ Class_________________________

Master Plan Program: SEI Waiver to Basic Bilingual (including TWI) Mainstream (sheltered) ESL Content

PRIMARY LANGUAGE INSTRUCTION

SUPPORT BY ___TEACHER/ ___ADULT TEACHER ASSISTANT Clear Evidence Some Evidence Limited Evidence No Evidence

Structured English Immersion and Mainstream Programs: Uses L1 to conduct frequent checks for comprehension using familiar strategies: ___preview/review of key grade level standards, skills, concepts, processes, ___graphic organizers, ___read-alouds, ___questioning techniques, ___focused discussion, ___translation Uses L1 to ___access students prior knowledge and to ___ bridge the deficient development skills of key grade/proficiency level standards, concepts/skills due to language load Uses L1 materials to develop key grade/proficiency level standards, when students come to school with L1 literacy (reading/writing) skills Provides L1 assessment modifications (oral/written) NOT FOR USE IN LANGUAGE CLASSES

Clear Evidence

Some Evidence

Limited Evidence No Evidence

Bilingual Programs: Teacher provides L1 literacy and content area instruction while students learn English with a gradual transition to SDAIE content instruction Teacher teaches grade level standards using L1 materials for all content areas when students are scored below the Early-Advanced proficiency level on the CELDT Two-Way Immersion (Dual Language) Programs: Teacher develops and maintains primary language (L1) and English (L2) to support bilingualism and bi-literacy of E.L.s and fluent English students Teacher teaches grade level standards in two languages

E.L. CLASSROOM OBSERVATION CHECKLIST

Teacher____________________________ NOTES: Grade(s)_____ Class_________________________

Master Plan Program: SEI Waiver to Basic Bilingual (including TWI) Mainstream (sheltered) ESL Content