Literacy Environment Observation Sheet
Teacher: _____________________ School: ___________________________________
Is the functional use of print for entire classroom observed in:
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Daily messages, schedules, assignments, notices (chalkboard, bulletin board, or charts) Labels (on cabinets, containers, equipment) to identify needed materials and storage areas Current child‑written messages, labels, etc. Bulletin boards, etc., related to class activities Sign‑up, sign‑in, sign‑out sheets Different charts Classroom rules Songs Nursery rhymes Class or group original stories Calendar Class log or diary Recipes Project directions Instructions for pet care, etc. Physical arrangement of classroom and materials conducive to literacy development Is the functional use of print on an individual basis observable in: Students labeling of own work (including but not limited to name) Individual journals or log books Student‑published materials Physical and temporal access to a variety of writing materials and equipment (markers, pencils, pens, chalk, paper, chalkboard, etc.) Letter writing or pen pals Individual messages to parents Teacher notes to students Students have opportunity and encouragement to write Is a variety of printed material available/accessible? Children's literature References (dictionaries, encyclopedias, lists, charts, pictures, etc.) Nonfiction information books Miscellaneous print (comics, newspapers, maps, globes, student‑authored books, magazines) Students have frequent opportunities to read self‑selected material Is the modeling of literacy behaviors by the teacher observable? Writing Notes to parents Notes to students Notes to other adults Notes to self Lists, signs, etc., for classroom Revises and edits Reading Communications from others Books to children Notices, announcements, etc., to kids Other materials to self Attitudes Tries new things Makes and points out own errors Refers to books or other references Models enjoyment of reading and writing Responds to message over form Encourages child to attempt reading and writing Areas to avoid: Is there a reliance on basals and other textbooks? Is there a heavy use of ditto maters and workbooks? Is there emphasis on sequential skills and "mastery"? Is there an emphasis on immediate error correction? Are all students engaged in identical activities? |
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