Self-Assessment Checklist

The purpose of the following informal checklist is to assist teachers and administrators in establishing what a balanced literacy classroom looks like.

Balanced Literacy Classroom

(Reading and Writing in the Content Areas)

Environment l  Classroom or school rules posted. l  Room is clean, organized, materials accessible; room is inviting and personal. l  Students' original work is posted. l  Supplementary reading materials are available.	Reading and Writing l  Balanced Literacy may include: -   Individual Oral Reading -   Group Reading -   Independent Reading -   Questioning strategies that elicit higher order thinking skills from students. l  Reading and/or writing strategies are emphasized during direct instruction. l  Groupings are flexible, and responsive to student needs. l  Students are writing independently on a regular basis. l  Writing models are presented to stimulate student thinking. l  Students are required to write often. l  Writing as a tool for learning; summaries, short responses, free writing.
Planning/Preparation l  Teacher's plans are visible, current, and reflect clear goals, standards, learner objectives, and assessments are focused on short-term and long-term view. l  Appropriate reading level materials are selected for small groups. l  Appropriate reading level materials are selected for large groups. l  Supplementary resources are available.	Management l  Effective Monitoring of students is evidenced through teacher's interaction and response to students: -   Discussion -   Socratic questioning -   Moving around the classroom/groups -   Listening to students read -   Providing closure to class -   Greeting students upon their entering class -   Instructional assistant/classroom volunteer working directly with students l  Students are engaged in reading and writing activities. l  Appropriate noise level, smooth transitions from one task to another. l  Orderliness because of established routines.
Assessment Student Progress is monitored regularly and evidenced by Anecdotal records, Charts, Essays, Exams, Informal Documentation, Student/Teacher conferences, Journals, Objective exams, Portfolios, group presentations, Quizzes, Short answer questions, Oral presentations and demonstrations	Comments:     Strengths:

Balanced Literacy Classroom Observation

Print/Environment l  Daily Schedule is posted. l  Environment is clean, neat, print rich. l  Students' original work is posted. l  Classroom library exhibits a variety of reading materials and levels for independent reading.	Balanced Literacy l  Balanced Literacy Program is evident and includes: -   Read Aloud Time -   Shared Reading -   Guided Reading -   Independent Reading l  Teaching points are selected and made that illustrate the reading process. l  Questioning strategies elicit higher order thinking skills. l  Reading strategies are modeled and prompted during direct instruction. l  Groupings are flexible, fluid and responsive to student needs
Planning Preparation l  Lesson plans are visible, current, reflect clear goals, standards, leaner objectives, and assessments. l  Appropriate reading level materials are selected for small groups.	Management l  Effective monitoring of students is evidenced through: -   Interaction with students -   Moving around the classroom/group -   Listening to students read l  Instructional assistant/classroom volunteer is working directly with students. l  Students are meaningfully engaged in reading and writing activities. l  Classroom transitions are smooth, noise level is appropriate, and students exhibit on task behavior.
Assessment Student Progress is regularly monitored and evidenced by: ___Checklists  ___Running Records ___Charts        ___Portfolios ___Informal Observations        ___Anecdotal Notes ___Informal Reading Inv.  ___Other__________	Comments:     Strengths:

Balanced Literacy Self-Check Observation

A=Always    S=Sometimes

 

Print/Environment l  Daily Schedule is posted. l  Environment is clean, neat, print rich. l  Students' original work is posted. l  Classroom library exhibits a variety of reading materials and levels for independent reading.	Balanced Literacy l  Balanced Literacy Program is evident and includes: -   Read Aloud Time -   Shared Reading -   Guided Reading -   Independent Reading l  Teaching points are selected and made that illustrate the reading process. l  Questioning strategies elicit higher order thinking skills. l  Reading strategies are modeled and prompted during direct instruction. l  Groupings are flexible, fluid and responsive to student needs.
Planning Preparation l  Lesson plans are visible, current, reflect clear goals, standards, leaner objectives, and assessments. l  Appropriate reading level materials are selected for small groups.	Management l  Effective monitoring of students is evidenced through: -   Interaction with students -   Moving around the classroom/group -   Listening to students read l  Instructional assistant/classroom volunteer is working directly with students. l  Students are meaningfully engaged in reading and writing activities. l  Classroom transitions are smooth, noise level is appropriate, and students exhibit on task behavior.
Assessment Student Progress is regularly monitored and evidenced by: ___Checklists     ___Running Records ___Charts          ___Portfolios ___Informal Observations ___Anecdotal Notes ___Informal Reading Inv.  ___Other__________	Comments:     Strengths:

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