Effective Literary Practices in the Classroom- Observation Rubric Adapted from SMPs by I Literacy Coaches SLP Student Identifiers Teacher Identifiers Task Identifiers Students should be: Teachers are: The student task: Reasoning, justifying, and/or Providing appropriate time for articulating thinking. students to engage in the productive Is cognitively demanding Making conjectures struggle of understanding the text. Close Reading text Rereading, writing, and Provide rigor by asking DOK 3 Requires students to content experiences to demonstrate their questions demonstrate understanding and understanding of text Ask text-dependent questions that aid via writing (summary) Monitor progress and change course students in demonstrating their every complex of action as necessary understanding of the text while Conducted in pairs, groups, of in Engage in thoughtful conversation providing a 3 min. wait time for and during whole group reading about text. responses instruction literature. in Students annotating text Small group or teacher led discussions sense applied to improve student understanding. Use of a variety of complex text be Make Make real-connections Facilitating the learning experience persevere Providing explicit instruction SLP1: understanding Conferencing with students and area! *Should Students are: Teachers Are: Student task will: Students articulating their Modeling strategies precisely. Include the use of graphic skills. understanding of text with peer Teacher conducting Read-Aloud/ Think organizers Students analyzing the text. Aloud while modeling HOW to think Includes the use of a rubric Using graphic organizers with about one’s own reading Include the use of literacy or fidelity Teacher conducting conferences to informational text. inferring, Providing evidence from source(s) to gauge student’s understanding of text self-questioning by support claims metacognitive and Reason their SLP2: predicting, using
Effective Literary Practices in the Classroom- Observation Rubric Adapted from SMPs by I Literacy Coaches SLP Student Identifiers Teacher Identifiers Task Identifiers SLP1: Make sense of complex text and persevere in reading and understanding literature. *Should be applied in every content area! Students should be: Reasoning, justifying, and/or articulating thinking. Making conjectures Rereading, writing, and experiences to demonstrate their understanding of text Monitor progress and change course of action as necessary Engage in thoughtful conversation about text. Students annotating text Teachers are: Providing appropriate time for students to engage in the productive struggle of understanding the text. Provide rigor by asking DOK 3 questions Ask text-dependent questions that aid students in demonstrating their understanding of the text while providing a 3 min. wait time for responses Small group or teacher led discussions to improve student understanding. Use of a variety of complex text Make real-connections Facilitating the learning experience Providing explicit instruction Conferencing with students The student task: Is cognitively demanding Close Reading Requires students to demonstrate understanding via writing (summary) Conducted in pairs, groups, and during whole group instruction SLP2: Reason by inferring, predicting, and self-questioning using their metacognitive skills. Students are: Students articulating their understanding of text with peer Students analyzing the text. Using graphic organizers with fidelity Providing evidence from source(s) to support claims Teachers Are: Modeling strategies precisely. Teacher conducting Read-Aloud/ Think Aloud while modeling HOW to think about one’s own reading Teacher conducting conferences to gauge student’s understanding of text Student task will: Include the use of graphic organizers Includes the use of a rubric Include the use of literacy or informational text.
ILTCoachingGuide16.docx