Classroom
*
Last Name
Grade Level
Teacher Email
example@example.com
Observer Name
Please Select
Emily Kajihara
Judy Chunn
Jim Morris
Observer Email
example@example.com
Purpose of Observation
ELA Core Actions
Classroom Visit
Wit and Wisdom Implementation
PLT Implementation
Math
Daily Walkthrough
Other
ELA Core Action 1A: The majority of the lesson is spent reading, writing, or speaking about text(s).
Yes-the lesson is focused on text or multiple texts
No-there is no text under consideration in this lesson
ELA Core Action 1B: The text(s) are at or above the complexity level expected for the grade and time in the school year.
Yes- The text(s) are at or above both the qualitative and quantitative complexity expected for the grade and time in the school year.
No- The text(s) are below both the qualitative and quantitative complexity expected for the grade and time in the school year.
ELA Core Action 1C: The text(s) exhibit exceptional craft and thought and/or provide useful information.
Yes- The quality of the text(s) is high – they are well written and/or provide useful information.
No- The quality of the text(s) is low – they are poorly written or do not provide useful information.
ELA Core Action 1 Comments
ELA Core Action 2A: Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
4-Most questions and tasks return students to the text to build understanding.
3- Many questions and tasks return students to the text to build understanding.
2- Few questions and tasks return students to the text to build understanding
1- Questions and tasks do not refer to the text.
Not Observed
ELA Core Action 2B: Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
4- Most questions and tasks require students to cite evidence from the text.
3- Many questions and tasks require students to cite evidence from the text.
2- Few questions and tasks require students to cite evidence from the text.
1- Questions and tasks can be answered without evidence from the text.
Not Observed
ELA Core Action 2C: Questions and tasks attend to the words, phrases, and sentences within the text.
4- Vocabulary questions and tasks consistently focus students on the words, phrases, and sentences that matter most and how they are used in the text.
3- Vocabulary questions and tasks mostly focus students on the words that matter most and how they are used in the text.
2- Vocabulary questions and tasks rarely focus students on the words that matter most and how they are used in the text.
1- No questions and tasks focus students on the words that matter most and how they are used in the text.
Not Observed
ELA Core Action 2D: Questions are sequenced to build knowledge by guiding students to delve deeper into the texts and graphics.
4- Most questions are intentionally sequenced to support building knowledge.
3- Some questions are intentionally sequenced to support building knowledge.
2- Few questions are intentionally sequenced to support building knowledge.
1- Questions seem random and are not intentionally sequenced to support building knowledge.
Not Observed
ELA Core Action 2 Comments
ELA Core Action 3A: Students display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
4 – All students consistently show persistence with challenging tasks and support their answers with appropriate textual evidence.
3 – Most students consistently show persistence with challenging tasks and support their answers with appropriate textual evidence.
2 – Some students consistently show persistence with challenging tasks and support their answers with appropriate textual evidence.
1 – Few students consistently show persistence with challenging tasks and support their answers with appropriate textual evidence.
Not Observed
ELA Core Action 3B: Students provide precise responses. When responses are imprecise, the teacher probes understanding but students do the complex thinking
4 – All students provide precise responses or refine their imprecise answers about the teacher probes for understanding.
3 – Most students provide precise responses or refine their imprecise answers about the teacher probes for understanding.
2 – Some students provide precise responses or refine their imprecise answers about the teacher probes for understanding.
1 – Few students provide precise responses or refine their imprecise answers about the teacher probes for understanding.
Not Observed
ELA Core Action 3C: Students share their developing thinking about the content of the lesson.
4 – All students share their developing thinking about the content of the lesson.
3 – Most students share their developing thinking about the content of the lesson.
2 – Some students share their developing thinking about the content of the lesson.
1 – Few students share their developing thinking about the content of the lesson.
Not Observed
ELA Core Action 3D: Students explain their thinking, orally and/or in writing, using evidence from the text(s).
4 – All students explain their thinking using evidence from the text(s).
3 – Most students explain their thinking using evidence from the text(s).
2 – Some students explain their thinking using evidence from the text(s).
1 – Few students explain their thinking using evidence from the text(s).
Not Observed
ELA Core Action 3E: Students build on or respectfully question each other’s responses, using evidence from the text to defend their thinking.
4 – All students build on or respectfully question the responses of others using evidence from the text to defend their thinking.
3 – Most students build on or respectfully question the responses of others using evidence from the text to defend their thinking.
2 – Some students build on or respectfully question the responses of others using evidence from the text to defend their thinking.
1 – Few students build on or respectfully question the responses of others using evidence from the text to defend their thinking.
Not Observed
ELA Core Action 3 Comments
Math Core Action 1A. The task is launched in such a way that eliminates contextual or language barriers (e.g. using videos, pictures, or artifacts to provide context; utilizing multiple reading strategies to help students make sense of the task). Students are given clear expectations about the work they are to engage in.
Yes
No
Not Observed
Math Core Action 1B. Students are given adequate time to formulate ideas individually before working with a partner or small group
Yes
No
Not Observed
Math Core Action 1C. Tasks have an entry point for all students. Students are given the opportunity to determine what tools, models, or visual representations to use to make sense of the context. NOTE: If students are practicing a known concept, a tool or model may be specified for them.
Yes
No
Not Observed
Math Core Action 1 Comments
Math Core Action 2A. Students share mathematical ideas with peers in partners/small-groups and in a whole-group setting. Students critique the reasoning of others.
Yes
No
Not Observed
Math Core Action 2B. Students are regularly encouraged to ask questions of their peers and teacher to gain a deeper understanding of the mathematical content.
Yes
No
Not Observed
Math Core Action 2C. Students discuss mathematical representations (e.g. tables, diagrams, equations, graphs, etc.) explaining how they connect to the quantities in a problem and the context.
Yes
No
Not Observed
Math Core Action 3A. The teacher poses challenging problems/tasks that provide opportunities for students to share their developing thinking about the content of the lesson. Students share their ideas, conjectures, and solution paths. Students persevere in solving problems in the face of initial difficulty.
4 – Teacher provides many opportunities, and most students take them.
3 – Teacher provides many opportunities and some students take them; or teacher provides some opportunities and most students take them.
2 – Teacher provides some opportunities, and some students take them.
1 - Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
Math Core Action 3B. The teacher establishes a classroom culture in which students feel safe sharing their thinking, even if it is different than that of their peers. Multiple solution paths are both encouraged and explored during class discussion. Students elaborate on their ideas or the ideas of their peers in order to make connections.
4 – Teacher provides many opportunities, and most students take them.
3 – Teacher provides many opportunities and some students take them; or teacher provides some opportunities and most students take them.
2 – Teacher provides some opportunities, and some students take them.
1 - Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
Math Core Action 3C. The teacher connects and develops students’ informal language to precise mathematical language appropriate to their grade level standards. Students use precise mathematical language in their explanations and discussions.
4 – Teacher provides many opportunities, and most students take them.
3 – Teacher provides many opportunities and some students take them; or teacher provides some opportunities and most students take them.
2 – Teacher provides some opportunities, and some students take them.
1 - Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
Math Core Action 3D. The teacher asks students to explain and justify their work and questions in such a way that helps students realize when to revise their thinking. Student work includes revisions, especially revised explanations and justifications.
4 – Teacher provides many opportunities, and most students take them.
3 – Teacher provides many opportunities and some students take them; or teacher provides some opportunities and most students take them.
2 – Teacher provides some opportunities, and some students take them.
1 - Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
Math Core Action 3 Comments
The following was observed during PLT
Students working on iReady
Students working on Lexia
Students working on IXL
Students completing missing work/assignments
Teacher working with small groups/individual students
Other
PLT Comments
Expectations: The following were observed
Expectations are clear
Procedures have been explicitly taught and are clear
Teacher holds all students to the same expectations
Students know what is expected and follow through
Other
Student Behavior: The following are observed
GECKO language is used
Students are on task and engaged
Teacher outlines behavior expectations
Teacher holds all students to the same expectations
Behavior is reinforced through positive language
Other
Culture: The following are observed
Students are polite to others
Teacher is polite to students
Interactions are positive
Classroom is welcoming to all students
Other
Classroom Environment Comments
Learn Phase Indicators-The Teacher
Communicates and uses module and lesson-level questions to set a purpose for learning and drive inquiry.
Provides clear directions for instructional routines, ensures students effectively engage in them, and maximizes use of routines to promote student engagement
Executes the lesson with efficiency and appropriate urgency, devoting most instructional time to the lesson’s Learn section
Transitions smoothly and logically between lesson sections and activities
Projects interest in the lesson’s content and students’ contributions to the lesson
Grows, over time, confidence in executing lessons, organizing and using resources as needed, to coherently move through the lesson’s learning
Teacher Actions Observed
The Learn Phase Indicators-The Student
Read and reread complex texts, using an appropriate Content Stage to deepen understanding
Use text evidence to respond to lesson tasks, selecting more relevant and compelling evidence over time
Write to articulate knowledge of a topic (write to learn)
Listen and speak about texts in formal and informal discussions
Connect learning across lessons, texts, modules, and/or bodies of knowledge
Complete the lesson’s Check(s) for Understanding (CFU) and other module assessments
Express and organize thinking by using Student Edition handouts and journals; use and navigate among resources such as texts, anchor charts, handouts.
Student Actions Observed
Other Comments
Submit
Should be Empty: