This is the form you are supposed to use in your peer observation. print it and fill it out, then you will have to draw some conclusions.

1. Class Observation Focused on Reading
The Reading Lesson Observation Framework
Teacher _________________________________ Observer
__________________________________________
School year _________________________ Date of observation _______________
Observation # __________
Observation occurred: Before reading ____ During reading ______ After
reading ________
Students’ age average: _________________ Students’ level of English: ______________
Mark each item according to the following criteria based on what you observed:
O = Observed This component was observed and was judged to be of satisfactory quality.
C = Commendation This component was observed and was judged to be of very high quality.
R = Recommendation This component either was not observed or was judged to be of
unsatisfactory quality.
N = Not applicable This component was not observed because it was not appropriate for the
lesson.
Component I. Classroom Climate
A. Many different types of authentic reading materials such as magazines, newspapers, novels,
and nonfiction works are displayed and are available for learners to read independently. _______
B. Active participation and social interaction are integral parts of reading instruction in this
classroom. ______
Component II. Pre-reading Phase
A. During the pre-reading discussion, the teacher asked the students to preview the text by
having
them read the title of the selection, look at the illustrations, and then discuss the possible
contents of the text. ______
B. Students were encouraged to activate their background knowledge through the use of K-W-L

2. charts, webs, anticipation guides, etc. ______
C. By generating a discussion about the topic before reading the selection, the teacher created an
interest in the reading. ________
D. The teacher introduced and discussed the new vocabulary words in a meaningful context,
focusing on those new words that were central to the understanding of the story. _______
E. Students were encouraged to state or write predictions related to the topic of the reading
selection. _______
F. Before reading occurred, the teacher helped learners identify the type of material that was
to be read to determine what their purpose should be for reading it. ________
.
Component III. Guided Reading Phase
A. At appropriate points during the reading of the selection, learners were asked to evaluate
their initial predictions. _______
B. Students were asked to identify or read aloud portions of text that confirmed or disproved
predictions they had made about the selection. ________
C. An appropriate mix of factual and higher level thinking questions were incorporated into the
comprehension discussion. _________
Component III. Guided Reading Phase
A. The teacher monitored the learners and gave proper assistance and feedback while they read
or completed practice activities. _______
B. The teacher modelled and encouraged the use of new vocabulary during discussion. _______
C. Students were encouraged to use a variety of word study strategies (e.g., words within
words, context, etc) to decipher the meaning of unknown words as appropriate. _______
D. Students were encouraged to use appropriate comprehension monitoring and fix-up
strategies during reading (e.g., paraphrasing, re-reading, using context, asking for help). _____
Component IV. Post-reading Phase

3. A. The teacher asked the students to retell the material they had read, concentrating on major
events or concepts. _______
B. Students were asked to explain their opinions and critical judgments. _________
C. Students were encouraged to use new vocabulary in written responses. Examples and
modeling were provided by the teacher. ________
Component V. Skill and Strategy Instruction
A. The teacher provided a clear explanation about the structure of the skill or strategy to be
learned and described when and how it could be used. ________
B. Explicit skill and strategy instruction was provided and applied in the context of the reading
selection. _____________
C.Students were encouraged to use before, during, and after reading strategies as
appropriate.
D. Reading skill and strategy instruction moved children toward independent use through
scaffolding.
Component VI. Materials and Tasks of the Lesson
A. The selections used for the reading lesson were appropriate for the learners of this ability and
grade level. _______
B. The reading materials represented authentic types of texts. _______
C. Reading materials and tasks reflected a sensitivity to the diverse learning needs of the
children. ________
Component VII. Teacher Practices
A. The teacher focused on reading as a meaningful process. ______________

4. B. The instructional techniques used by the teacher and the ways they were executed reflected an
awareness of recommended practices. __________
C. Students were grouped appropriately and flexibly. _________
D. The teacher’s management of the reading lesson provided for active student engagement.
______
E. The pace and flow of the various phases of the reading lesson represented an effective use of
time. _____________
F. The teacher’s instruction was sensitive to the diversity of students’ experiences and their
social, cultural, ethnic, and linguistic needs. _________
G. The teacher encouraged students to take informed risks and promoted safe failure. ________