SALTA 5th grade

Reading Street High Quality Implementation Checklist

Systematic Use of Materials Teacher Edition is being referred to during instruction Concept Board is displayed  current  visible for student use  ELL Poster A-Z Sound Spelling Cards (1-3) and Alphabet Cards (K) are displayed Student editions are easily accessible for use 

Students reading student editions and/or other RS ancillary materials

Lesson/Unit is in line with CSD ELA Curriculum Map Digital resources from Realize are used, as appropriate, to reinforce instruction Instructional Routines Instructional objectives are  posted  referred to throughout the lesson Instructional content is pri marily focused on the lesson in the Teacher’s Edition Concept Board is being built upon daily as part of instruction Teacher uses instructional routines as organized in Teac her’s Manual (with additional enhancements such as the  intensified routines  vocabulary routine  group reading strategies to access text  sentence frames Teacher frequently elicits responses from students:  verbal  non-verbal  physical  chorally  partners  individually Teacher provides timely  positive  corrective feedback to students and  provides looped feedback Teacher scaffolds and paces instruction based on student responses Transitions are smooth and students are clearly following a previously articulated routine Skill-Based Small Group Instruction Small group instruction is included in the daily schedule Small group teaching area is  well-organized 

differentiated materials aligned to identified need based on data (e.g., decodable readers, leveled readers, RtI Kit, PALS, 95%group, etc.) Teacher provides students with ample feedback loops and opportunities to practice Practice Station routines, procedures, and expectations are evident Evidence of differentiated practice station activities to support varying student need Practice Stations reinforce, review, and/or extend content

05/09/19