SALTA 4th grade
Name: _____________________________ Observer ________________________
Date: _____________________________ Time:__________________________
Foundations High Quality Implementation Checklist
Learning Environment and Instruction: Lesson is in close proximity of the suggested pacing guide Approved materials in use Teacher has letters, words, cards, etc. ready for lesson (prepared) Teacher states and explains the task to students (learning intention) Teacher uses error correction procedures Teacher uses praise for hitting desired instructional target Teacher uses explicit routine The routine follows the continuum of skills Teacher uses a signaling (behavioral) procedure Signals are unambiguous and consistent Teacher refrains from giving clues for student response or: Prompts were given to scaffold learner(s) Teacher embeds the phonological skills with phonics Teacher provides guided practice opportunities Teacher provides opportunities for individuals to demonstrate mastery Teachers provides opportunity for students to apply skill(s) in connected text Team collaboration is evident (common data/planning) Student Behaviors: Students are seated where they can easily see and be monitored Students are using manipulatives appropriately Students respond appropriately to teacher signals Student responses are verbal or physical (OTR) Students follow routines consistently (90% of students) Students say they know what they are learning Lesson paced appropriately
Phonology precedes phonics in the instructional routine continuum Manipulatives (chips, cubes, Elkonin boxes, letter tiles, tracking mats, etc.)
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