SALTA 5th grade

Name: _____________________________ Observer ________________________

Date: _____________________________ Time:__________________________

Foundations High Quality Implementation Checklist

Learning Environment and Instruction:  Lesson is in close proximity of the suggested pacing guide  Approved materials in use  Teacher has letters, words, cards, etc. ready for lesson (prepared)  Teacher states and explains the task to students (learning intention)  Teacher uses error correction procedures  Teacher uses praise for hitting desired instructional target  Teacher uses explicit routine  The routine follows the continuum of skills  Teacher uses a signaling (behavioral) procedure  Signals are unambiguous and consistent  Teacher refrains from giving clues for student response or:  Prompts were given to scaffold learner(s)  Teacher embeds the phonological skills with phonics   Teacher provides guided practice opportunities  Teacher provides opportunities for individuals to demonstrate mastery  Teachers provides opportunity for students to apply skill(s) in connected text  Team collaboration is evident (common data/planning) Student Behaviors:  Students are seated where they can easily see and be monitored  Students are using manipulatives appropriately  Students respond appropriately to teacher signals  Student responses are verbal or physical (OTR)  Students follow routines consistently (90% of students)  Students say they know what they are learning  Lesson paced appropriately

Phonology precedes phonics in the instructional routine continuum  Manipulatives (chips, cubes, Elkonin boxes, letter tiles, tracking mats, etc.)

Comments/Notes: