Fillable Classroom Environment Checklist (Cec) Template (Page 2 of 4) in pdf

Classroom Environment Checklist (CEC)

Texas School Ready! Program

BOY

MOY

EOY

Literacy Areas & Descriptions

1 – There is no classroom library or area set aside for reading. Or there are only

one to three books available to children in the library.

2 – There is a classroom library area that includes four to nine books that are

displayed so children can access books. Books do not represent a variety of

1-low

Book

genres.

2-moderate

Availability

3 – There is a classroom library area that includes at least 10 books of various

3-high

genres (e.g., narratives, informational books, ABC books, counting books, etc.)

that are displayed so they are easily accessible to children.

Note: If dual language/bilingual classroom, books must be available in English and

Spanish for high rating.

1 – There is no evidence of read aloud supports* in the large-group meeting

area or centers.

2 – There is evidence of one or two read aloud supports in the large-group

Interactive

meeting area or centers.

1-low

2-moderate

Read Aloud

3 – There is evidence of three or more read aloud supports in the large-group

3-high

Supports

meeting area or centers.

*Note: Interactive read aloud supports may include: read aloud pocket chart

(with sentence strips to list title, author, illustrator, key vocabulary, etc.),

puppets, flannel board, retell props, vocabulary or picture cards, etc.

1 – There are no shared or interactive writing samples displayed.

2 – There are some shared or interactive writing samples displayed (e.g., recent

daily news), but there are only one or two displays of shared writing.

3 – There are three or more shared or interactive writing samples displayed and

they appear recent (e.g., daily news from today/yesterday) or they appear to

Shared or

1-low

represent writing across various activity contexts (e.g., daily news + dictations

2-moderate

Interactive

from class science activity).

3-high

Writing

*Note: Shared/interactive writing samples may include daily news, science activity with

predictions dictated, morning message, class-made books, KWL charts, semantic web,

etc.

*Note: Shared writing requires that a child contributes ideas or dictations to the

message, whereas interactive writing requires that the child has some opportunity to use

the pen/marker to write words, letters, punctuation, or circle/count words.

1 – There are no journals in the classroom or journals are used infrequently

based on outdated entries.

2 – Journals are available to children and have some recent dated entries, but

1-low

Writing

appear to be used infrequently. There is no evidence of teacher dictations or

2-moderate

Journals

teacher assistance with invented spellings.

3-high

3 – Journals are accessible to children and appear to be used on a regular basis

with 1-2 dated entries per week. There is some evidence of teacher dictations,

teacher assistance with invented spellings, or other scaffolded writing supports.

1 – There are no alphabet puzzles/activities, magnetic letters, word

puzzles/activities, picture or word sorts, word study materials, or phonological

awareness (PA*) activities accessible to students.

2 – One to three alphabet puzzles/activities, magnetic letters, word

1-low

Alphabet/PA

puzzles/activities, word study, or PA activities accessible to students.

2-moderate

Activities

3 – Four or more alphabet puzzles/activities, magnetic letters, word

3-high

puzzles/activities, word study, or PA activities accessible to students.

*Common PA activities: rhyming games, alliteration games, cards that segment

sentences into words, cards that segment words into syllables, say-it-move-it or other

phoneme segmentation activities.

Revised 9/2013

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Classroom Environment Checklist (Cec) Template Page 2

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