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Alaska Department of Education & Early Development

READING CONFERENCE CHECKLIST


Student_____________________________________________________


DATE:

DATE:

DATE:

DATE:

DATE:

DATE:


TITLE:

TITLE:

TITLE:

TITLE:

TITLE:

TITLE:

Level

Appropriate







Strategies:

Whole idea







Picture clues







Pattern







Sight words







First letter







Decodes







Context clues







Skip-return







Rereads







Reads fluently







With inflection







Literal

comprehension







Interpretive

comprehension







Strategy taught







Comments







CODES: + consistently x sometimes

Christopher-Gordon Publishers, 1994

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CHECKLIST FOR FISHBOWL DISCUSSION


Name:


very impressive


ok

off
target

Encourages others to participate




Uses quotes from text




Asks questions




Makes responsive comments




Holistic score




COMMENTS:






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SELF-EVALUATION CHECKLIST: DISCUSSION GROUP

Name:


1. I waited my turn.


2. I looked at the speaker.


3. I used my strong voice.


4. I shared what I thought.


5. I read parts from the book to show what I meant.


6. I sat up.


7. I kept on task.

Susan Hanson, Juneau School District

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LISTENING CHECKLIST


Name___________________________________ Grade___________________

Does Needs
Well Work

Classroom Listening Skills

  1. Sits quietly and listens when other are speaking.
  2. Faces and looks at speaker.
  3. Takes turns with other students.
  4. Gets permission to speak before speaking.
  5. Stays on the correct topic.
  6. Asks appropriate questions.
  7. Can answer speaker's questions correctly.
Can follow simple directions of speaker.

Wessells and Birkholz, 1995

GRAPHIC ORGANIZER CHECKLIST: WEBBING


Main topic/idea visually emphasized


More than two descriptors for each subtopic


Correctly shows relationships among topics, subtopics, and descriptors



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WHOLE LANGUAGE OBSERVAION CHECKLIST WITH ANECDOTAL NOTES, EARLY TO BEGINNING STAGES


Talking and Listening Code Comments



 1st 2nd 3rd4th
Name _________________________________ Dates



Indicators of Developing Control and Comprehension Writing
Code M = Most of the time S = Sometimes N = Not yet

Communicates with others about own activities






Explains ideas clearly






Uses expanded vocabulary related to classroom

activities






Communicates in a group setting






Repeats nursery rhymes, chants poems, etc.






Responds to and talks about stories






Sings songs






Dictates stories, personal messages






Listens attentively to class activity






Listens and responds in community talk






Talks about reading and writing








Reading

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1st 2nd 3rd4th
Name _________________________________ Dates



Indicators of Developing Control and Comprehension Writing
Code M = Most of the time S = Sometimes N = Not yet

Displays interest in books






Chooses to spend time with books






Asks for rereading of favorite stories






Anticipates and joins in on repetitive phrases






Displays sense of story






Understands environmental print






Possesses knowledge about letters






Pretend or memory reads






Recognizes some words






Focuses on deriving meaning from text






Writing

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1st 2nd 3rd4th
Name _________________________________ Dates



Indicators of Developing Control and Comprehension Writing
Code M = Most of the time S = Sometimes N = Not yet

Displays interest in print






Pretend writes and attaches meaning






Spends time writing






Attaches print to art work and other work






Understands a variety of purposes and kinds

writing






Uses inventive spelling






random letters






some representative letters






phonic spelling






correct spelling of high frequency words






Writes on own for personal communication






Patterns writing after literary structures






Indicators of attitudes and social behavior

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1st 2nd 3rd4th
Name _________________________________ Dates



Indicators of Developing Control and Comprehension Writing
Code M = Most of the time S = Sometimes N = Not yet

Is willing to be challenged






Is productive and involved during work periods






Expresses enjoyment as a result of hard work and

achievement






Cooperates with others






Contributes to group work






Displays sensitivity and respect for others






Learns from watching others






Indicators of thinking skills

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1st 2nd 3rd4th
Name _________________________________ Dates



Indicators of Developing Control and Comprehension Writing
Code M = Most of the time S = Sometimes N = Not yet

Articulates ideas clearly






Generates solutions and ideas to solve problems






Considers suitable resources






Differentiates between relevant and non-relevant

information






Considers other points of view






Spends time reading, writing, constructing

researching, reflecting, etc.






Talks about information discovered






Explains, shows, or helps others to understand

learning






Asks worthwhile questions






Plans, organizes, and carries through on tasks






Understands not all problems have simple

solutions






Assessment and Evaluation for Student Centered Learning

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Last modified on: Mon, Jun 17, 1996.