Instructional Playbook

Scaffolded Instruction & Grouping (SIG) Observation Form

School____________________________________________

Teacher___________________________________________ Class/Period___________ # of Students__________ Part of Lesson (Beg, Middle, End)________________

Date__________________

Grade_______________

Observer_________________________________________ Subject ___________________________________________ Instructional Goal________________________________ Class Activity______________________________________________Start Time_______________ End Time______________

Use the following scale to rate the feedback:

3 Highly Evident

2 Somewhat Evident

1 Minimally Evident

0 Not Evident

Indicator

Rating

Comments

Supplemental materials used to a high degree making the lessons clear and meaningful for students of all backgrounds and skill levels (e.g. graphic organizer, hand gestures, visuals, models, choice boards, vocabulary, manipulatives) Activities integrate practice opportunities for writing, reading, listening, and speaking Uses explicit instruction (e.g. examples, hints, prompts, feedback) to introduce, practice, and refine student knowledge and skills Frequent opportunities for interaction and discussion between teacher/student and among students that encourage elaborated responses about lesson concepts (e.g. pair-share, socratic seminar) A variety of group configurations are used to support language and content objectives of lesson (i.e. individuals, pairs, groups) Pacing of lesson is appropriate to students’ level of mastery, with changes according to learner needs Frequent assessment of student comprehension and learning of lesson content throughout the lesson (e.g. white boards, choral response, cold calling) to check for understanding Student transitions efficiently into grouping patterns such as partners or small groups in <1 minute

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0