Appendix 4.b Sample Checklists to assist Teacher Observation – Questions for Teachers’ Formal Observations Planning Drafting Editing Publishing Has the pupil Does the pupil write At point does Have all corrections identified the with fluency when the pupil reread and been identified? purpose and recording initial make changes? audience for ideas? Have careful writing? To what extent does corrections been Does the edit as the pupil edit? made? Has the appropriate they go? form of writing been Can the child edit for Has consideration identified e.g. Is fluency hampered many conventions at been given to the report? by difficulties with one time or way the piece is spellings? individually? presented? How did the pupil plan before writing? Does the pupil How does the Does the pupil seem at unknown spelling change satisfied with final Does the child use spellings? between the drafts? piece? reading as a stimulus for writing ideas? What strategies are Is the pupil able to Has it been shared used when spelling identify with others? unknown words? misspellings? Adapted from First Steps Writing Checklist: Writing Behaviours Name: Age: Date :___________ Always Sometimes Never …… Forms alphabet letters Has direction/return sweep Leaves between words Uses initial consonants Uses dominant consonants Has consonant framework Uses some vowels close approximations Writes some words independently Locates unknown in the environment
Appendix 4.b – Sample Checklists to assist Teacher Observation Questions for Teachers’ Formal Observations Planning Drafting Editing Publishing Has the pupil identified the purpose and audience for writing? Has the appropriate form of writing been identified e.g. report? How did the pupil plan before writing? Does the child use reading as a stimulus for writing ideas? Does the pupil write with fluency when recording initial ideas? Does the edit as they go? Is fluency hampered by difficulties with spellings? Does the pupil at unknown spellings? What strategies are used when spelling unknown words? At point does the pupil reread and make changes? To what extent does the pupil edit? Can the child edit for many conventions at one time or individually? How does the spelling change between the drafts? Is the pupil able to identify misspellings? Have all corrections been identified? Have careful corrections been made? Has consideration been given to the way the piece is presented? Does the pupil seem satisfied with final piece? Has it been shared with others? Adapted from First Steps Writing Checklist: Writing Behaviours Name: …… Age: Date :___________ Always Sometimes Never Forms alphabet letters Has direction/return sweep Leaves between words Uses initial consonants Uses dominant consonants Has consonant framework Uses some vowels close approximations Writes some words independently Locates unknown in the environment
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