Teacher Name_____________________________ Grade______ Date____________

Guided Reading Lesson Observation Checklist Notes Before:

Students clearly understand routines and procedures. Students do not interrupt guided reading. Teacher introduces the text (ie. Picture walk, set purpose,

introduces vocab., makes predictions, etc.) Familiar reading/writing Word study – based on needs of students: Teacher teaches ONLY ONE comprehension skill or

strategy. Teacher reads/models/thinks aloud the things expected of

students. Running records - teacher listens to students read and

determines need (perhaps using running records and retrospective miscue analysis).

Students are appropriately grouped.

During: There is no round-robin reading. Students read daily at appropriate level. Teacher uses open ended questions. Student reading is the longest part of the lesson Teacher affirms the good work the student is doing. Teacher “teaches the reader, not the reading.” Students are reading and using strategies independently. Teacher listens as students read and determines need/teaching

point to move students and reinforce metacognition. Teacher keeps records. Teacher uses recorded observational data to guide instruction. Teacher helps students set goals for what they are working on as

a reader. The whole class does not listen to the story on tape. The teacher does not repeat the same lesson with the same text

for each group. Teacher sees 2-4 groups or 3 – 5 students during a workshop.

After: Types of questions asked:

Teacher guides discussion to determine comprehension Teacher provides students with the opportunity to share

how they used today’s strategies Teacher requires students to explain why or how they

knew the answers Teacher restates/reinforces/links today’s learning to

ongoing work/learning/application

Teacher Name_____________________________ Grade______ Date____________