SALTA 4th grade

Skills Based Instruction Implementation Assessment

Skills-based Environment Skills-based groups are managed with using the implementation flow chart (e.g., Acadience, Diagnostic, WIDA) Small group instruction is included in the daily schedule (30-60 minutes of the ELA block) Small group teaching area is well-organized Differentiated materials and content aligned to identified need based on data (e.g., decodable readers, leveled readers, RtI Kit, PALS, 95%group, ELD prescribed materials, etc.) Practice Station routines, procedures, and expectations are evident  Evidence of differentiated station activities to support varying student need  Stations reinforce, review, and/or extend content Teacher visibly instructing differentiated groups of students Student are actively engaged with student editions Transitions are smooth and students are clearly following a previously articulated routine Systematic Use of Materials Planned Lessons using the recommended instructional match from:  Reading Street, RtI Kit, ELD or approved materials (e.g. routine cards, letter tiles, white boards, Elkonin boxes, mini lessons, graphic organizers)  Decodable Text (Reading Street or additional approved decodables)  KPALS/PALS (Kindergarten/1st)  Teacher Edition Strategic Intervention (SI) lessons or ELL lessons District approved computer programs (e.g. Lexia, Imagine Learning, Reading Plus, iReady) referred to throughout the lesson Teacher uses instructional routines as organized in the Skills Based Instruction Manual with additional enhancements such as the  intensified routines  response frames  vocabulary routine  group reading strategies Teacher frequently elicits responses from students:  verbal  non-verbal  physical  chorally  partners  individually Teacher provides timely feedback  positive  corrective  cycles Teacher scaffolds and paces instruction based on student responses Instructional Routines Instructional objectives are  stated or written 

05/09/19