<p> Classroom Instructional Framework Observation Tool</p><p>Teacher: ______Period/Subject: ______Date:______School:______</p><p>Essentials Effective Lesson Components Classroom Activities Evidence of Rigor and Relevance (Circle all that you observe) (Comments) in all CIF Components Entering Activities . Independent reading . Agenda entry ______minutes . Vocabulary, grammar sentences, math minutes, problem of the day . Real world connections . Pre-test, journal/log prompt, written reflection/response . Sponge accountability . Display and verbalize sponge . Student and teacher use of technology . Other . Students actively Transition . Use of CHAMPs and Transition to next activity construct/revise ______minutes . Effective use of resources (i.e., time, staff, space, materials) individual/group Anticipatory Set . Establish goals, objective(s), & expectations (academic and behavioral) in kid friendly Objective(s): understanding through language discussion, problem-based ______minutes . Build background knowledge/connect with prior knowledge, establish relevance learning scenarios, research (revisit throughout lesson) . Review/discuss homework projects, written arguments, . Use of clues (charts, content vocabulary, etc.) and criteria-based reflection. . Student and teacher use of technology . Other Transition . Use of CHAMPs Transition to next activity ______minutes . Effective use of resources (i.e., time, staff, space, materials) . Students are the primary Teaching/Learning Teacher uses one or more of the following specifically designed instructional talkers/thinkers/doers. Interactive activities that suit content area: Instruction . Read aloud, think aloud, teacher-led discussion, role play, direct instructions . Inquiry techniques: questions, cues ______minutes . Model use of non-linguistic representations (graphic organizers) . Model summarizing and note taking . Teacher guides students to . Probe for understanding, provide feedback, reinforce effort, provide recognition struggle through . Use of formative assessments misunderstandings, examine . Student and teacher use of technology multiple perspectives, and . Other Transition . Use of CHAMPs Transition to next activity explore similarities and ______minutes . Effective use of resources (i.e., time, staff, space, materials) differences.</p><p>4/28/2007 Classroom Instructional Framework Observation Tool</p><p>Essentials Effective Lesson Components Classroom Activities Evidence of Rigor and Relevance (Circle all that you observe) (Comments) in all CIF components Guided Practice . Practice/extend learning by: demonstrating, clarifying, linking, applying, synthesizing evaluating, generating/testing hypotheses ______minutes . Conference with students . Work and conversation are . Monitor independent, small or large group work connected to an overarching, . Check for understanding, monitor and adjust guided practice as needed essential question, and . Provide feedback and reinforce effort anchored in students’ . Student and teacher use of technology . Other previous experience, prior Transition . Use of CHAMPs Transition to next activity learning/knowledge, and ______minutes . Effective use of resources (i.e., time, staff, space, materials) real-world applications. Closure Teachers use one or more of the following planned instructional activities: . Check for individual understanding using one of the following strategies: ______minutes One-minute summary, exit slip, one-problem quiz, journal writing, . Work is compelling and identifying similarities and differences purposeful, with students . Check for whole group understanding using one of the following strategies: resolve questions, review objective, provide feedback, make connections, connecting with fellow reinforce effort, and/or provide recognition learners in making meaning . Assign reinforcing homework and practice of how they can use their . Other new knowledge, skills, and Independent . Review, practice, or apply learning through homework or other activity that understanding to make a Practice reinforces what was taught. difference in their community . Application of skills learned (i.e., presentation, projects, etc.) ______minutes . Student and teacher use of technology or the world at large. Transition . Use of CHAMPs Transition to next activity/class ______minutes . Effective use of resources (i.e., time, staff, space, materials)</p><p>Evidence of Relationships: (Check all observed and comment)</p><p> Teacher gives specific or general praise</p><p> Teacher calls students by name</p><p> Students call teacher and peers by name</p><p> Teacher constructively addresses student misbehavior</p><p> Teacher uses proximity to manage class</p><p> Classroom environment is inviting, neat, and uncluttered. Room arrangement is conducive to collaborative learning.</p><p>4/28/2007 Classroom Instructional Framework Observation Tool</p><p>4/28/2007</p>