<p> Lesson Observation Tool Adapted from TeacherFolio Teacher Name Language</p><p>Lesson Topic Targeted Performance Level</p><p>Stage 1 What are the learning targets/can-do statements for this lesson?</p><p>How did the learners demonstrate that they had met the learning target for the Stage 2 lesson?</p><p>Which modes of communication were addressed?</p><p> 1.1 Interpersonal  1.2 Interpretive  1.3 Presentational</p><p>Implementing a standards-based and thematically organized curriculum</p><p>Practice Evidence Each lesson supports the goals of the unit by having clearly stated learning targets that indicate what students will know and be able to do by the end of the lesson. Grammar is not the focus of the course, unit, or lesson. The teacher teaches grammar as a tool for communication, avoiding meaningless rote drills and ensuring that all practice requires attention to meaning. Facilitating a learner-centered classroom</p><p>Practice Evidence Learning Experiences Learners clearly understand the learning targets for the lesson. The teacher actively models language production prior to having learners work collaboratively or individually. Learners clearly understand how to engage in language tasks. Learners work individually, in pairs, and in small groups. The learner, not the teacher, is the more active participant. The lesson varies in the level of intensity, and the teacher incorporates physical movement as needed. All learners are engaged and work collaboratively to complete meaningful tasks in the target language. Learners use the target language for real-life purposes. Using target language and providing comprehensible input for instruction</p><p>Practice Evidence The teacher uses the target language at least 90 percent of the time. The teacher uses a variety of strategies to make language comprehensible. The teacher provides multiple, varied opportunities for STARTALK FALL CONFERENCE 2015 1 students to hear new words/expressions used in highly visualized contexts that make meaning transparent. The teacher monitors learner comprehension and makes adjustments as necessary. The teacher avoids the use of translation by using verbal and non-verbal strategies and also avoids eliciting translation from learners. Integrating culture, content, and language in a world language classroom</p><p>Practice Evidence Learning Experiences Linguistically and culturally authentic language is used by the teacher and made comprehensible for learners. Learners gain understanding of the perspectives of native speakers of the language. Authentic products and practices give meaning and context to the learning experiences. Content from other disciplines is used to provide meaningful and engaging contexts for learning. Culture, content, and language are integrated in ways that allow for meaningful communication in the target language. Learners use the target language as they work with the content and cultural goals of the unit and lesson. Adapting and using age-appropriate authentic materials</p><p>Practice Evidence The teacher uses a variety of authentic materials, both print and non-print. The teacher adapts the task, not the text. The materials and tasks are appropriate to the language proficiency and age level of the learners. Whenever possible, the teacher uses authentic images from the target culture. Conducting performance-based assessment</p><p>Practice Evidence The teacher uses formative checks for learning during lessons to adjust instruction as needed and to provide timely feedback to learners.</p><p>2 STARTALK FALL CONFERENCE 2015</p>