OBSERVATION TEMPLATE: SEAL and the Common Core

I. INTERACTION (Speaking/Listening; collaborative conversation; varied participation structures allow for interactions that maximize engagement; emphasis on oral language as the foundation for comprehension, cognition and literacy) 1 = not seen Indicator 1 Evidence, observation, comments, questions Students are actively engaged in producing language much of the time

Structured oral interaction strategies used regularly (e.g., Think Pair Share, reciprocal teaching) Chants, songs and choral response build fluency, offer practice with vocabulary, and are used for language arts extension T-Graph for social skills re: good partner talk, wall charts of phrases and frames for dialogue, etc. make the language and behaviors for productive collaboration made explicit Inquiry centers, researcher centers, dramatic play areas linked to the thematic content encourage student “interaction” with content Students are in teams and engage in well constructed collaborative projects that move from guided practice to independent small group practice

* Strategy examples: Think-Pair-Share, reciprocal teaching, content based chants, collaborative small group projects, T-Graph for social skills, theme-based dramatic play areas, researcher centers, collaborative strip paragraph, writers workshop, choral response, dramatization SEAL Sobrato Early Academic Language Model Observation Tool (c) 2014

II. RIGOR AND RELEVANCE (Language development in and through academic content, high level and complex language) 1 = not observed Indicator 1 Evidence, questions, comments Teacher models high quality, rich, expressive and authentic language – phrases, questions and structures to facilitate complex, oral language Vocabulary is taught in context –(realia, visuals, movement, narration, Draw and Labels, hands-on) providing context clues, and activities that build comprehension Integrated thematic units situate language development within science, social studies and other grade-level academic content Well crafted “enduring understandings” and essential questions provide focus to the unit – and questions are posted High level, complex, precise vocabulary and language is used, taught and present in text Draw and Labels, Shades of Meaning, Graphic organizers & other wall charts developed interactively with students serve as resource for comprehension and language Students are producing (oral and written) high level, complex and precise language Students are engaged in problem solving, critical thinking. Students are engaged in close reading and unpacking of complex text – and in noticing wonderful, expressive language in text Multiple scaffolds are provided for students at varying levels of proficiency; Scaffolding devices and strategies make subject matter comprehensible. Writers journals (daily), editing checklists, collaborative writing, writing conferencing, revising - in multiple types/genres SEAL Sobrato Early Academic Language Model Observation Tool (c) 2014

III. LANGUAGE RICH AND CONTENT RICH ENVIRONMENT

1 = not observed Indicator 1 Evidence, questions, comments The “walls” reflect the content of what is being taught/learned Classroom set up supports small group collaboration and interaction An inviting “book area” contains a variety of genres (e.g., informational, narrative, poetry) related to theme – and books that reflect the diversity of the students in school A writing center invites and supports students in independent writing K: Inviting dramatic play area related to thematic content 1 +: well-stocked researcher center for inquiry, collaborative and independent research on theme (real things, tools for inquiry, etc.) Graphic organizers are evident for scaffolding comprehension, writing and presenting Student work, and images of students and families are on the walls. Student artwork is evident – related to the themes Examples of scaffolds and notice of expressive language is evident in charts around the room (e.g., tiered sentence and response frames, "shades of meaning" charts, "idioms" and other interesting language is displayed) SEAL Sobrato Early Academic Language Model Observation Tool (c) 2014

IV. ALIGNMENT, CONSISTENCY AND ARTICULATION Grade levels: ______

1 = not observed Indicator 1 Evidence, questions, comments Common instructional strategies

Common approach to language development

Articulated, spiraling curriculum content