Preschool Classroom Monitoring Checklist (Page 3 of 4) in pdf

Preschool Classroom Monitoring Checklist Page 3

_______Name/sound correspondence ______Letter wall as interactive tool

Teacher scaffolds children’s responses.

Uses open‐ended questions to encourage discussion.

Cognitive transitions used for activity changes and are engaging.

READ ALOUD (CLASS – Classroom Organization, Instructional Support)

Teacher uses before, during, and after reading questioning strategies.

Teacher uses open‐ended questions to encourage discussion. (What, Who, Why, How)

Teacher focuses on vocabulary words to teach during lesson, if applicable.

Teacher utilizes the letter wall as an interactive learning tool.

DAILY NEWS (CLASS – Emotional Support, Classroom Organization, Instructional Support)

Daily news is displayed at children’s eye level.

Daily news is interactive and child‐driven.

Teacher models writing while thinking aloud.

Concepts of print observed:

_______Capitalization ______Punctuation _______Letter/Sound Connection

_______Directionality ______Spacing _______Discussion on letters, words, sentences

SMALL GROUP INSTRUCTION/LEARNING CENTER TIME (CLASS – Emotional Support, Classroom Organization,

Instructional Support)

Teacher involves children in small group activity.

_____Phonological awareness _____Letter knowledge _____Math _____Voc/Read Aloud _____Writing

Teacher individualizes children’s needs based on screening/assessment results.

Cognitive transitions used for activity changes and are engaging.

Learning centers include at least one planned activity that is reflective of the theme or objective.

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Preschool Classroom Monitoring Checklist Page 3