Does the teacher have Teacher has instructional Student wait time is The teacher has a instructional materials materials prepared at minimized and students dedicated literacy block prepared by the start of the start of class. do not sit idle. that lasts for the the class? required number of Teacher minimizes Students are engaged minutes during which Does the teacher student wait time. and almost never left students access minimize students’ wait without anything Teacher spends core/Tier 1 content. time? meaningful to do. appropriate amount of The teacher maximizes Does the teacher spend time on each time by employing the an appropriate amount component of the CLIP instructional of time on each lesson. design, including the component of the Teacher executes a whole group-small lesson? coherently structured group – whole group Does the teacher lesson that is structure and the execute a coherently appropriately paced. required number of structured lesson that is minutes for each appropriately paced? component of the instructional design. A majority of the lesson is spent reading, speaking, or writing about text(s). The teacher provides the conditions for all students to focus on the text, and students clearly know the routines and procedures in the classroom. We appreciate your input. To provide feedback on this document, please email cao@scsk12.org throughout the school year, as we’ll consistently be striving to improve our resources and support for teachers and teacher support providers.
Does the teacher have instructional materials prepared by the start of the class? Does the teacher minimize students’ wait time? Does the teacher spend an appropriate amount of time on each component of the lesson? Does the teacher execute a coherently structured lesson that is appropriately paced? Teacher has instructional materials prepared at the start of class. Teacher minimizes student wait time. Teacher spends appropriate amount of time on each component of the lesson. Teacher executes a coherently structured lesson that is appropriately paced. Student wait time is minimized and students do not sit idle. Students are engaged and almost never left without anything meaningful to do. The teacher has a dedicated literacy block that lasts for the required number of minutes during which students access core/Tier 1 content. The teacher maximizes time by employing the CLIP instructional design, including the whole group-small group – whole group structure and the required number of minutes for each component of the instructional design. A majority of the lesson is spent reading, speaking, or writing about text(s). The teacher provides the conditions for all students to focus on the text, and students clearly know the routines and procedures in the classroom. We appreciate your input. To provide feedback on this document, please email cao@scsk12.org throughout the school year, as we’ll consistently be striving to improve our resources and support for teachers and teacher support providers.