Teacher Candidate / Reading Clinician Evaluation Form
Clinician: ______Client Grade: ______
Date of Observation: ______Date of Conference: ______
Supervisor: ______
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O = Not Observed.
A. Creating a Literate Environment:
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable
Teaching is a matter of relationship among individuals. These relationships should be grounded in rapport and mutual respect, between a teacher, student and supervisor. Teachers create an environment where students feel valued and safe to take risk. Appropriate ways of demonstrating respect are reflected in your verbal and non-verbal behavior. Being sensitive to student’s culture develops the trust and respect.
- Create a literate environment that fosters interest and growth in all aspects of literacy;
- Create an environment of respect and rapport;
- Use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth;
- Model and discuss reading and writing as valuable, lifelong activities;
- Provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes;
- Provide opportunities for creative and personal responses to literature, including storytelling;
- Promote the integration of language arts in all content areas;
- Use instructional and information technologies to support literacy learning;
OVERALL SECTION TOTAL / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations:
B. Word Identification, Vocabulary, and Spelling
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O=Not Observed
Words are an important foundation for reading and writing. Students must be able to read, write, understand, and use words effectively in their reading, writing, and spoken language. Students identify words in their reading by using strategies such as phonics, context clues, sentence structure, background knowledge, and pictures. Students must also understand what words mean so they can use the words in their spoken, written, and reading vocabularies. In addition, students need to be able to spell words and write clearly so others can read and understand their writing. Therefore, word study is an important component of any reading program, but it should be noted that word study is not the only component of reading instruction. Word study includes, phonics, spelling, grammar, phonemic awareness and vocabulary.
- Teach students to monitor their own word identification through the use of syntax, semantic, and graph phonemic relations;
- Use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning;
- Teach students to use context to identify and define unfamiliar words;
- Guide students to refine their spelling knowledge through reading and writing;
- Teach students to recognize and use various spelling patterns in the English language as an aid to word identification; and
- Employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
OVERALL SECTION TOTAL / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations:
C. Comprehension
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O=Not Observed
The purpose of reading is to construct meaning and understand what is read. Reading begins before the reader ever looks at the first word in a text. Readers bring their personal experiences and background knowledge to reading tasks. By connecting their background knowledge and previous experiences to what they are reading, students can understand and relate to the texts they are reading.
Effective readers are strategic. They apply appropriate strategies while reading, and they can read various types of text for different purposes. Strategic readers monitor their reading to make sure they comprehend what they read. They ask themselves questions while reading, and they consider whether what they are reading makes sense. They view reading as an active process that requires them to think, monitor their understanding, and apply "fix-up" strategies when they encounter comprehension problems.
Reading does not end as soon as students have finished reading a text. Important aspects of the reading process occur after students have read a text. Post-reading strategies include understanding key ideas, reacting to what they have read, and extending what they have read. If teachers provide opportunities for students to discuss, write, and engage in projects after reading, students can deepen their understanding of what they read.
- Comprehension must be promoted through fiction and non-fiction texts;
- Provide direct instruction and model when and how to use multiple comprehension strategies, including retelling;
- Model questioning strategies;
- Teach students to connect prior knowledge with new information;
- Teach students strategies for monitoring their own comprehension;
- Ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and inter-textual links; and
- Ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage).
OVERALL SECTION TOTAL / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations:
D. Study Strategies
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O=Not Observed
- Provide opportunities to locate and use a variety of print, non-print, and electronic reference sources;
- Teach students to vary reading rate according to the purpose(s) and difficulty of the material;
- Teach students effective time management strategies;
- Teach students strategies to organize and remember information; and
- Teach test-taking strategies.
OVERALL SECTION TOTAL / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations:
E. Writing
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O=Not Observed
Writing is a powerful means for learning because the more students manipulate content, the more likely they are to remember and understand the content and the reading process". Students need to be exposed to the various genres of literature and methods of writing—for example, creative and expressive writing, narrative, expository, and poetic writing. Consequently, this aids in the students’ own writing development. Students need to actively participate in the five levels of writing: pre-writing, drafting, revising, editing, and publishing. These steps should be taught as a recursive cycle whenever students engage in the writing process.
- Teach students planning strategies most appropriate for particular kinds of writing;
- Teach students to draft, revise, and edit their writing; and
- Teach students the conventions of standard written English needed to edit their compositions.
OVERALL SECTION TOTALS / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations:
F. Assessment
Scale: 4 = Exceeds Standard 3 = Meets Standard 2 = Needs Improvement 1 = Unacceptable N.O=Not Observed
Assessments serve a diagnostic function. In an ideal situation, the results from the various assessments provide valuable information about the needs of the student and the classroom. For example, the results from a school or district-wide administered standardized test may be used to identify trends in student learning; through the interpretation of the results, the information may help create new guidelines for instruction. Educators and parents alike need to be informed about best assessment practices so the student is the ultimate benefactor.
Traditional assessment tools tend to evaluate students based on the product. Typical traditional assessment tools include multiple-choice tests, essay tests, and standardized tests. These tools typically assess low-level, literal questions and specific skills. Alternative or authentic assessments evaluate students based on process. Such assessment tools typically include portfolios, interviews, journals, think-aloud, documented observations, reading inventories, and demonstration projects.
- Develop and conduct assessments that involve multiple indicators of learner progress;
- Administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals, and other indicators of student progress to inform instruction and learning ;
- Adapt instruction to meet the needs of different learners to accomplish different purposes;
- Select and evaluate instructional materials for literacy, including those that are technology-based; and
- Help develop individual educational plans for students with severe learning problems related to literacy.
OVERALL SECTION TOTALS / 4 / 3 / 2 / 1 / N.O
Comments and Recommendations: