Five-Minute Observation Form
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1Instructor: ____________________________
Five-Minute Observation Form
School:
Instructor provides corrective feedback
Date:
Time:
after initial student responses.
Program and Level:
o
Provides affirmations for correct responses
Grouping Format:
o
Promptly corrects errors with provision of correct model
Number in Group:
o
Limits corrective feedback language to the task at hand
o
Group Performance Level:
Ensures mastery of all students before moving on
In the box next to each General Feature indicate +, -, or NA.
Instructor encourages student effort.
Check the circle next to each observed area.
o
Provides feedback during and after task completion
Provides specific feedback about student’s accuracy
o
Instructor models instructional tasks
and/or effort
o
Majority of feedback is positive
when appropriate.
o
Celebrates or displays examples of student success in
o
Demonstrates the task (e.g., uses think alouds)
reading
o
Proceeds in step-by-step fashion
o
Limits language to demonstration of skill
o
Makes eye contact with students, speaks clearly while
Students are engaged in the lesson during
modeling skill
teacher-led instruction.
o
Gains student attention before initiating instruction
o
Paces lesson to maintain attention
Instructor provides explicit instruction.
o
Maintains close proximity to students
o
Sets the purpose for the instruction
o
Transitions quickly between tasks
o
Identifies the important details of the concept being
o
Intervenes with off-task students to maintain their focus
taught
o
Provides instructions that have only one interpretation
o
Makes connection to previously-learned material
Students are engaged in the lesson during
independent work.
o
Independent work routines and procedures previously
Instructor engages students in meaningful
taught
interactions with language during lesson.
o
Models task before allowing students to work
o
Provides and elicits background information
independently
o
Emphasizes distinctive features of new concepts
o
Checks for student understanding of the task(s)
o
Uses visuals and manipulatives to teach content as
o
Students use previously-learned strategies or routines
necessary
when they come to a task they don’t understand
o
Makes relationships among concepts overt
o
Independent work is completed with high level of
o
Engages students in discourse around new concepts
accuracy
o
Elaborates on student responses
Students are successful completing
Instructor provides multiple opportunities
activities at a high criterion level of performance.
for students to practice instructional tasks.
o
Elicits a high percentage of accurate responses from
o
Provides more than one opportunity to practice each new
group
skill
o
Elicits a high percentage of accurate responses from
o
Provides opportunities for practice after each step in
individuals
instruction
o
Holds same standard of accuracy for high performers and
o
Elicits group responses when feasible
low performers
o
Provides extra practice based on accuracy of student
responses
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Focus:
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