Vocabulary Observation Guide



EBRI (Evidence-based Reading Instruction) Virtual Classroom Observation Feedback Chart

Reading Component: Vocabulary

INSTRUCTOR’S NAME: DAYTIME PHONE:

EMAIL:

LIST OF WORDS IN LESSON:

| |Completed by ALRC Staff after watching the classroom video. |

|Helpful Hints: |Reviewer’s Notes: | |

|Vocabulary Instructional Practices |What is Being Observed on the Video Clip | |

| | |Reviewer’s Feedback |

| | | |

|INSTRUCTOR PREPARATION |Was the instructor prepared for the part of the lesson submitted for observation? | |

|Selected a list of Tier 2 words. Prepped for lesson by having: | | |

|simple word meanings | | |

|an antonym, if there is one and if the antonym is a word that is | | |

|familiar to the students | | |

|2-3 sentences reflecting the word’s meaning in different contexts that | | |

|are relevant to the instructor | | |

|prompts to encourage students to orally share their sentences | | |

| | | |

|STEP 1: Introduce Word Meanings |Did the instructor provide appropriate contexts and help students to connect word | |

| |meanings to their daily lives (the word must be in the sentence, not just | |

|Direct Instruction of Meaning: |“answering” the prompt)? | |

|For each word, said and wrote down: | | |

|The word | | |

|A simple meaning | | |

|An antonym, if appropriate | | |

| | | |

|Orally shared 2-3 sentences that used the word meaning in different | | |

|contexts. | | |

|[It’s recommended that the sentences be meaningful to the instructor’s | | |

|life.] | | |

| |Completed by ALRC Staff after watching the classroom video. |

|Helpful Hints: |Reviewer’s Notes: | |

|Vocabulary Instructional Practices |What is Being Observed on the Video Clip | |

| | |Reviewer’s Feedback |

| | | |

|Student Sentence Sharing: | | |

|Students were asked to use the word in a sentence. | | |

|A prompt was used to help students think about how the word connects to| | |

|their lives. | | |

|[Instructor asked students to use the word in a sentence if they only | | |

|“answered” the prompt question.] | | |

|Reminded students to use the vocabulary word in their sentences if they| | |

|only “answered” the prompt. | | |

| | | |

|STEP 2: Guided Practice with Feedback |Were there multiple opportunities for students to use word meanings in a variety of | |

| |contexts? | |

|The instructor begins practice activities with more simple activities | | |

|in which the context is supplied for the students. |Were there enough opportunities for discussions about the words, not just | |

| |worksheets? | |

|Low Impact Activities (e.g., matching, crossword, fill-in-the-blanks) | | |

| |Did the instructor provide corrective and positive feedback during the discussion | |

|The lesson continues with higher impact activities which become |when needed? | |

|increasingly more complex when the students provide the contexts, and | | |

|using more critical thinking skills when exploring the relationships | | |

|between vocabulary words. | | |

| | | |

|Discussion Activities (e.g., sentence completions, read & respond, | | |

|example/non-example, writing, connect 2, yes/no & why) | | |

|Students had an opportunity to write down their thoughts on a worksheet| | |

|in preparation for the discussion. | | |

|Students were engaged during the discussion. | | |

|Instructor provided correction or clarification of word meanings during| | |

|the discussion if needed. | | |

| |Completed by ALRC Staff after watching the classroom video. |

|Helpful Hints: |Reviewer’s Notes: | |

|Vocabulary Instructional Practices |What is Being Observed on the Video Clip | |

| | |Reviewer’s Feedback |

| | | |

|STEP 3: Application |Were there activities that promoted awareness of word meanings outside of class? | |

| | | |

|Used activities that promoted awareness of word meanings outside | | |

|of class. | | |

|Ideas shared as to how students can become aware of the word | | |

|meanings outside of class (where they might they find them, e.g.,| | |

|billboards, work, at their children’s school, TV) | | |

|Students had the opportunity to share with the instructor and | | |

|class which words they encountered outside the classroom. | | |

| | | |

|MONITOR PROGRESS |Not applicable for virtual observation. | |

|Monitored students’ vocabulary progress during discussion | | |

|activities. | | |

| | | |

|Formally monitored word meaning gains (e.g., pre- and post-tested| | |

|students for word meanings). | | |

| | | |

|RECYCLE WORD MEANINGS | | |

|There was a word wall visible to the students of current and past| | |

|vocabulary items. |Not applicable for virtual observation. | |

|Words from past units were used by the instructor and students so| | |

|that learning could be retained. (Perhaps students are recognized| | |

|for saying a recycled vocabulary word.) | | |

|Special activities were done to recycle words previously taught, | | |

|e.g., word sorts, a bingo game. | | |

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