2010 Classroom Observation Activity Data Analysis ... - EQUIP123.net

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ANNEX 1: Grade 1 & 2 Literacy Instruction StrategiesSkills/Areas Strategies DescriptionListeningSpeakingReadingWritingVocabularyStorytellingThink out loudTurn and talkTell somethingRetellingPReP Pre‐readingQuestioningRereadingLanguage ExperienceApproachDrawingWord wallsSight wordsTelling storiesHelps students gain new information by listening to small chunks of information and talking about what they heard.Think Out Loud gives students a way of monitoring what they do and do not understand while listening to text(metacognition). This strategy also can be used while reading silently.Helps students gain new understanding by turning and talking to someone to share their thinking. This strategy helpsthem to process information heard, gain understanding, and increase engagement. It also gives those who arereluctant to respond an opportunity to verbalize their thinking.Helps students make connections with texts during reading. Enhances comprehension of written material throughshort readings and guided oral discussions.Students are asked to use their own words to retell a passage read to them. This demonstrates comprehension, anddevelops speaking and listening skills .Pre‐reading Plan (PreP) is a pre‐reading/pre‐instruction activity that fosters group discussion andan awareness of the material to be covered. It can be used to generate interest in a topic and to estimate students’levels of background knowledge about the topic.Engages students in thinking about and interacting with text to construct meaning through. Asks students to think ofquestions about the text as they read.In rereading the teacher reads short sections of text out loud and students echo or repeat in unison the same sentencewhile pointing to the words in their book. This is done several times or until students are reading the section of textfluently (smoothly) with expression. Develops reading fluency and text comprehension.The Language Experience Approach uses the students’ background knowledge and students’ own language toencourage writing to show the connections between reading, writing, listening, and speaking. This strategy emphasizesthat what students think about, they also can talk about. What they talk about, they can write about. What they write,they can read.Asks students to create a mental image of text read out loud and record that image through drawing.Teachers display new vocabulary words visually so they become permanent records of language learning and areavailable for use in writing and speakingProvides teachers with multiple activities they can use to help students to recognize the most frequently words thatappear in the English language in order to improve fluency and make sense of their reading and writing.Provides teachers with multiple story-telling activities that help develop visual literacy and reading skills, cater todifferent learning styles, and helping students to understand vocabulary, recognize language structures, and developother language skills.25
ANNEX 2: Classroom Observation ProtocolTeach English for Life Learning (TELL) ProgramFor Grade 1 & 2 English Teachers1. BACKGOUND INFORMATIONRegion:______________________________ Town/Woreda________________________ School______________________________________Location 1. Rural 2. Urban Name of Teacher: ____________________________________ Gender: 1. Male 2. FemaleNumber of students in the observed class: Total: _________ M: ________ F: ________ Grade Level: _________ Date of Observation: _________Length of observed period: _______ min. Name of the observer: __________________________ Time of Observation: _________________2. TEACHER INTERVIEW (Q.2.1 - Q.2.22)Ask the teacher the degree of her/his understanding, comfortable, and usage of the following strategies and methods. Please write their response (4 =Very High, 3 = High, 2 = Medium, 1= Little).Listening Understanding Comfortable Usage Remarks2.1 Think out loud:2.2 Turn and talk:Speaking2.3 Tell something:2.4 Retelling:Reading2.5 PReP Pre-reading:2.6 Questioning:2.7 Rereading:Writing2.8Language ExperienceApproach:26
Page 3: Executive SummaryThe American Insti
Page 7: conduct five to six observations in
Page 11 and 12: more sections (i.e., classrooms) th
Page 13 and 14: Figure 5: Interview Responses on St
Page 15 and 16: Focusing on those strategies observ
Page 17 and 18: Recurring Themes and Innovative Res
Page 19 and 20: Figure 9: Teacher Responses on Meth
Page 21 and 22: Figure 11: Frequency of Methods Obs
Page 23 and 24: esponse. Overall, student-centered
Page 25 and 26: Figure 14: Gr. 2 Teacher’s Unders
Page 27: Finally, the success of the TELL te
Page 31 and 32: 2.21 Ask the teacher the opportunit
Page 33 and 34: 3.3. Part 3: Classroom Observation
Page 35 and 36: ANNEX 3: Observation Rating by Stra
Page 37 and 38: Table 9: Word Wall100806040200Teach
Page 39: United States Agency for Internatio

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