**Attachment 3**

***Thinking Reader*\
CIERA Classroom Observation Protocol**

**(adapted for Thinking Reader)**

**DRAFT 06-20-07**

**Level 1: Who (**Who in the classroom is providing instruction/working
with students?)

  ----------- ---------- ---------------------------------------------------------
  **Who**     **Code**   **Definition**

  Classroom   t          Classroom teacher
  teacher                

  Computer    c          Computer as the teacher

  Special     s          Reading teacher, Title 1 teacher, reading resource
  teacher                teacher, special education teacher, speech and language
                         teacher, ESL teacher, bilingual teacher, etc.

  Aide        a          Paraprofessional, instructional aide, parent volunteer

  Other       o          No one is in the room, or no one is directly working with
                         the children (e.g. children are working in their seats
                         independently and no one is circulating)

  NA          9          No instruction is occurring
  ----------- ---------- ---------------------------------------------------------

**Level 2: Groupings** (What instructional groupings do you see?)

  -------------- ---------- --------------------------------------------------------
  **Grouping**   **Code**   **Definition**

  Whole          w          All of the children present in the classroom (except for
  class/large               1 or 2 individuals working with someone else).
  group                     

  Small group    s          Children are working in 2 or more groups. If there are
                            more than 10 children in a group, call this large group.

  Pairs          p          Children are working in pairs

  Individual     i          Children are working independently

  Individual     it         Child is working with teacher while other children are
  w/teacher                 working independently (e.g., teacher-student conference)

  Other          o          Some other grouping practice is in place

  NA             9          No instruction is taking place
  -------------- ---------- --------------------------------------------------------

**Level 3: Major Focus** (What major academic/social area is being
covered?)

+---------+---+--------------------------------------------------------+
| **Major | * | **Definition**                                         |
| Focus** | * |                                                        |
|         | C |                                                        |
|         | o |                                                        |
|         | d |                                                        |
|         | e |                                                        |
|         | * |                                                        |
|         | * |                                                        |
+---------+---+--------------------------------------------------------+
| Reading | r | Reading, reading comprehension, writing in response to |
|         |   | reading (where this is the major purpose for the       |
|         |   | writing), literature study, reading vocabulary,        |
|         |   | journal writing                                        |
+---------+---+--------------------------------------------------------+
| Compo   | w | Writing for the purpose of expressing or communicating |
| sition/ |   | ideas (but not writing in which major purpose is to    |
|         |   | respond to reading); learning how to write; writer's   |
| Writing |   | workshop, creative writing, report writing             |
+---------+---+--------------------------------------------------------+
| Other   | l | Aspects of language arts other than the above (e.g.    |
| l       |   | grammar, mechanics, oral expression, spelling,         |
| anguage |   | handwriting) not associated with reading text.         |
+---------+---+--------------------------------------------------------+
| Other   | o | Focus is academic but not in literacy                  |
+---------+---+--------------------------------------------------------+
| NA      | 9 | None of the above seems to apply, focus is not         |
|         |   | academic                                               |
+---------+---+--------------------------------------------------------+

**Level 4: Materials** (What are the materials the classroom teacher and
students with her are using for this event?)

+---------+---+-----------------------------+-------------------------+
| **Mat   | * | **Definition**              | **Example**             |
| erial** | * |                             |                         |
|         | C |                             |                         |
|         | o |                             |                         |
|         | d |                             |                         |
|         | e |                             |                         |
|         | * |                             |                         |
|         | * |                             |                         |
+---------+---+-----------------------------+-------------------------+
| T       | t | School textbook (e.g. basal | Students are engaged in |
| extbook | n | reader, leveled books or    | reading a textbook or   |
|         |   | novels, social studies      | novel. The textbook can |
|         | t | book). Distinguish between  | be narrative, which     |
|         | i | narrative (tn) and          | tells a story or        |
|         |   | informational text (ti).    | informational, which    |
|         |   |                             | provides specific       |
|         |   |                             | information about a     |
|         |   |                             | topic                   |
+---------+---+-----------------------------+-------------------------+
| Na      | n | Narrative text (e.g.        | ...Teacher or students  |
| rrative |   | narrative book, biography,  | are reading a narrative |
|         |   | history, novel, poem, other | story or poem silently  |
|         |   | trade book or novel)        | or orally               |
+---------+---+-----------------------------+-------------------------+
| Inform  | i | Informational book,         | ...Students are reading |
| ational |   | reference book              | a nonfiction text and   |
|         |   | (encyclopedia, etc.),       | completing a reading    |
|         |   | newspapers, magazines       | log (summary, what did  |
|         |   |                             | you learn)...           |
+---------+---+-----------------------------+-------------------------+
| Student | w | Student writing (more than  | ...Teacher is at her    |
| writing |   | words or disconnected       | desk helping a student  |
|         |   | sentences) is being used    | edit his/her writing or |
|         |   | (finished or in progress)   | students are writing in |
|         |   |                             | journals                |
+---------+---+-----------------------------+-------------------------+
| Wo      | s | Worksheet, workbook page,   | ...Teacher hands out a  |
| rksheet |   | graphic organizer           | worksheet, graphic      |
|         |   |                             | organizer, or workbook  |
| []      |   |                             | page for students to    |
| {.mark} |   |                             | complete independently  |
+---------+---+-----------------------------+-------------------------+
| Boar    | b | Board, chart, or card is    | ...Teacher - Think      |
| d/chart |   | being used (e.g.            | about that time when    |
|         |   | whiteboard, pocket chart,   | you were in a           |
|         |   | hanging chart, flashcards)  | rainstorm. We are going |
|         |   |                             | to list what you saw,   |
|         |   |                             | what you heard, what    |
|         |   |                             | you felt. There is a    |
|         |   |                             | chart on the board that |
|         |   |                             | has three columns       |
|         |   |                             | labeled- What you see,  |
|         |   |                             | hear, feel. Teacher     |
|         |   |                             | calls on students,      |
|         |   |                             | lists responses         |
+---------+---+-----------------------------+-------------------------+
| T       | T | *Thinking Reader* software  | ...Students are reading |
| hinking | R | program                     | a novel on the computer |
| Reader  |   |                             | from the *Thinking      |
| digital |   |                             | Reading* software       |
| text    |   |                             | program                 |
+---------+---+-----------------------------+-------------------------+
| Reading | r | Reading software program,   | ...Students are         |
| S       | s | excluding *Thinking Reader* | reading/listening to a  |
| oftware |   |                             | text on the computer    |
|         |   |                             | that is not part of the |
|         |   |                             | *Thinking* Reader       |
|         |   |                             | software program        |
+---------+---+-----------------------------+-------------------------+
| C       | c | Computer, individual        | ...Students are typing  |
| omputer |   | keyboard (e.g. Alphasmart). | a story or report on    |
|         |   |                             | the computer            |
+---------+---+-----------------------------+-------------------------+
| Aud     | a | Audio-tapes or CD's,        | ... Students are        |
| io-tape |   | listening center, etc.      | listening to a story    |
|         |   |                             | recorded on tape or CD  |
|         |   |                             | and following along in  |
|         |   |                             | their own texts         |
+---------+---+-----------------------------+-------------------------+
| Vi      | v | Videos, educational         | ...Students are         |
| deo/Tel |   | television, DVDs,           | watching the video      |
| evision |   |                             | version of a story or   |
|         |   |                             | novel                   |
+---------+---+-----------------------------+-------------------------+
| O       | o | Overhead projector, opaque  | ...Teacher is modeling  |
| verhead | p | projector, LCD projector,   | the revising process    |
| pr      |   | smart board                 | using a transparency of |
| ojector |   |                             | student writing on the  |
|         |   |                             | overhead projector      |
+---------+---+-----------------------------+-------------------------+
| Other   | o | Something other than the    | ...Teacher -- Let's     |
|         |   | above is being used, for    | look up the word        |
|         |   | example, dictionary         | venture. Students open  |
|         |   |                             | their dictionaries      |
+---------+---+-----------------------------+-------------------------+
| NA      | 9 | None of the above seems to  |                         |
|         |   | apply                       |                         |
+---------+---+-----------------------------+-------------------------+

**Level 5: Literacy Activity** (What is the specific literacy activity
or activity of the classroom teacher?)

Code levels 6 and 7 at the same time for each literacy event observed
during the 5-minute observation.

Code each literacy activity or event that has one of the specific foci
below. For example, students are reading silently (r) and then switch to
talking about lower-level meaning of text (m1); students stop to talk
about the meaning of a word (v); they go back to talking about
lower-level meaning of text. Each event or activity should be coded as
having one particular focus. Code each literacy activity or event only
ONCE as opposed to multiple times during a 5-minute segment. Hence, for
the above, "r", "m1", and "v" would be coded.

+---------+---+-----------------------------+--------------------------+
| **Act   | * | **Definition**              | **Example**              |
| ivity** | * |                             |                          |
|         | C |                             |                          |
|         | o |                             |                          |
|         | d |                             |                          |
|         | e |                             |                          |
|         | * |                             |                          |
|         | * |                             |                          |
+=========+===+=============================+==========================+
| Reading | r | Students are engaged in     | ...Students choose a     |
| co      |   | reading text. This includes | book from the class      |
| nnected |   | silent reading, reading     | library and have         |
| text    |   | text on a computer, choral  | independent book time    |
|         |   | reading (even if not all    |                          |
|         |   | students are                | ...Students are seated   |
|         |   | participating),             | at their desks or at     |
|         |   | simultaneous oral reading,  | computers reading text   |
|         |   | oral turn-taking reading,   |                          |
|         |   | and repeated oral readings. |                          |
+---------+---+-----------------------------+--------------------------+
| Li      | l | Students are engaged in     | ...Teacher or the        |
| stening |   | listening to text that the  | computer reads a         |
| to      |   | teacher or the computer is  | narrative trade book or  |
| co      |   | reading. If teacher or the  | novel, while students    |
| nnected |   | computer is reading to      | listen                   |
| text    |   | students, code as 1, even   |                          |
|         |   | if the students are to be   |                          |
|         |   | following along silently.   |                          |
+---------+---+-----------------------------+--------------------------+
| Voc     | v | Students are engaged in     | ...Teacher leads         |
| abulary |   | discussing/working on word  | discussion of the word   |
|         |   | meaning(s) including using  | "raucous" and asks       |
|         |   | the glossary to look up     | students to look up the  |
|         |   | word meanings in the        | word in their dictionary |
|         |   | dictionary or on the        |                          |
|         |   | computer. This may include  | ...Students use the      |
|         |   | discussions of cognates,    | dictionary or glossary   |
|         |   | synonyms, antonyms,         | independently at their   |
|         |   | homonyms, homophones,       | seats or on the computer |
|         |   | homographs, classifying     | as they are reading to   |
|         |   | words, etc.                 | look up unknown words    |
+---------+---+-----------------------------+--------------------------+
| Meaning | m | Students are engaged in     | ...Teacher asks students |
| of      | l | *talk* or *writing* about   | which part of the story  |
| text,   |   | the meaning of text which   | they liked and students  |
| compre  |   | is at a lower level of text | respond                  |
| hension |   | interpretation. That is,    |                          |
| --      |   | students are asked to       | ...Teacher -- Who was    |
| lower   |   | identify meaning that is    | Bud? (A question that is |
| level   |   | [explicitly stated in the   | directly stated in the   |
|         |   | text]{.underline}. The      | story)                   |
|         |   | writing may be a journal    |                          |
|         |   | entry about the text        | ...Teacher has students  |
|         |   | requiring a lower level of  | write a journal entry    |
|         |   | text interpretation or may  | using information that   |
|         |   | be a worksheet that is on   | is directly stated in    |
|         |   | explicit text meaning.      | the text                 |
+---------+---+-----------------------------+--------------------------+
| Meaning | m | Students are involved in    | ...Teacher shows cover   |
| of text | h | talk or writing about the   | of a novel about the     |
| -       |   | meaning or text which is    | Holocaust and asks       |
| -higher |   | engaging them in higher     | students what they       |
| level   |   | level thinking. This is     | already know about the   |
|         |   | talk or writing about the   | Holocaust before reading |
|         |   | text that requires a higher | the novel                |
|         |   | level of text               |                          |
|         |   | interpretation or goes      | ...Teacher is noticing   |
|         |   | beyond the text:            | some questions that      |
|         |   | [generalization,            | students have recorded   |
|         |   | application, evaluation,    | in journals or asked     |
|         |   | inference or a synthesis    | about the Holocaust that |
|         |   | response.]{.underline}      | are not directly stated  |
|         |   |                             | in the novel read        |
|         |   |                             |                          |
|         |   |                             | ...Students are          |
|         |   |                             | completing a             |
|         |   |                             | cause-and-effect sheet   |
|         |   |                             | about the Holocaust      |
+---------+---+-----------------------------+--------------------------+

+---------+---+-----------------------------+--------------------------+
| **Act   | * | Definition                  | **Example**              |
| ivity** | * |                             |                          |
|         | C |                             |                          |
|         | o |                             |                          |
|         | d |                             |                          |
|         | e |                             |                          |
|         | * |                             |                          |
|         | * |                             |                          |
+=========+===+=============================+==========================+
| Compre  | r | The teacher and/or students | ...Before we read, we    |
| hension | t | are engaged in namin*g*,    | are going to make some   |
| Stra    | s | defining, or pointing out   | predictions...           |
| tegies: |   | comprehension strategies in |                          |
|         | o | reciprocal teaching which   | ...Students discuss      |
| Rec     | c | include [predicting,        | words or ideas           |
| iprocal | s | clarifying, questioning,    | encountered after        |
| T       |   | summarizing]{.underline}.   | reading the text such as |
| eaching |   |                             | explaining what the      |
|         |   | The teacher and/or students | Holocaust means          |
| Str     |   | are engaged in naming,      |                          |
| ategies |   | defining or pointing out    | ...Students ask or       |
|         |   | other comprehension         | answer questions asked   |
| Other   |   | strategies such as          | about the text that they |
| compre  |   | [activating prior           | just read ... answer to  |
| hension |   | knowledge, visualizing,     | a question, the teacher  |
|         |   | inferences, main ideas,     | says, "that was a great  |
| str     |   | cause and effect, important | inference, Tommy."       |
| ategies |   | details, feeling,           |                          |
|         |   | reflecting]{.underline}     | ...Students give an oral |
|         |   |                             | summary of the text      |
|         |   |                             | which tells key          |
|         |   |                             | information about the    |
|         |   |                             | text read highlighting   |
|         |   |                             | the main ideas           |
|         |   |                             |                          |
|         |   |                             | ...Students fill out a   |
|         |   |                             | cause and effect         |
|         |   |                             | worksheet about the      |
|         |   |                             | Holocaust.               |
+---------+---+-----------------------------+--------------------------+
| Compreh | c | The teacher and/or students | ...Teacher -- Authors    |
| ension: | m | are engaged in reviewing    | use certain words that   |
| Metaco  |   | [how, when, or why one      | can help us figure out   |
| gnition |   | might engage in a           | the order in which       |
|         |   | comprehension               | something happens. Words |
|         |   | activity]{.underline}.      | like First, next, after  |
|         |   | Comprehension activities    | that, and finally        |
|         |   | may include identifying the | (points to chart of      |
|         |   | main idea and important     | sequence words) help the |
|         |   | details, determining cause  | reader determine         |
|         |   | and effect, distinguishing  | sequence. ...Teacher     |
|         |   | fact from opinion or        | asks students to scan    |
|         |   | reality from fantasy,       | the article for sequence |
|         |   | identifying the author's    | words from the chart.    |
|         |   | purpose or bias,            |                          |
|         |   | sequencing, classifying,    | ...Teacher -- Sometimes, |
|         |   | comparing, making           | when we make predictions |
|         |   | predictions or connections, | we pay closer attention  |
|         |   | drawing conclusions or      | to what's happening in   |
|         |   | inferring, clarifying,      | the story because we     |
|         |   | summarizing, asking         | want to find out if our  |
|         |   | questions, visualizing,     | prediction was           |
|         |   | feeling, reflecting.)       | correct---it makes it    |
|         |   |                             | more fun.                |
|         |   | There is mention of         |                          |
|         |   | *[how]{.underline}* one     | ...Teacher -- As you     |
|         |   | engages in the activity     | read the articles about  |
|         |   | (e.g. how to identify the   | logging in the           |
|         |   | important details), *why*   | northwest, be sure to    |
|         |   | one might choose to engage  | pay close attention to   |
|         |   | in the activity (e.g. "We   | who wrote the article.   |
|         |   | might visualize, or make    | Remember, when you are   |
|         |   | pictures in our mind of     | reading about a          |
|         |   | what's happening, to make   | controversial topic, it  |
|         |   | sure we have a clear idea   | is important to identify |
|         |   | of what's happening in the  | the author's purpose, to |
|         |   | story."), or *when* one     | think about why he or    |
|         |   | would find this activity    | she wrote this article,  |
|         |   | most useful (e.g.           | and how he or she may    |
|         |   | "Distinguishing fact from   | want to influence your   |
|         |   | opinion is important as you | thinking.                |
|         |   | read about history, because |                          |
|         |   | everyone who writes about   |                          |
|         |   | historical events has a     |                          |
|         |   | particular perspective. So, |                          |
|         |   | it will be important to     |                          |
|         |   | notice when people are      |                          |
|         |   | writing their opinions and  |                          |
|         |   | when they are writing facts |                          |
|         |   | about the mission.)         |                          |
+---------+---+-----------------------------+--------------------------+
| Text    | t | Attending to various        | ...Teacher -- What does  |
| e       | e | elements of text,           | this mean when we see    |
| lements |   | including:                  | words in bold print?     |
|         |   |                             |                          |
|         |   | -   mechanical/visual       | ...Teacher reviews the   |
|         |   |     features, (punctuation, | purpose of subtitles and |
|         |   |     font, and mechanics),   | has students scan the    |
|         |   |                             | text they have read for  |
|         |   | -   text level/genre        | subtitles                |
|         |   |     structures such as      |                          |
|         |   |     sequence, topic         | ...Teacher talks about   |
|         |   |     sentences, macro-level  | why and how authors use  |
|         |   |     text grammars (plot,    | metaphors in poems and   |
|         |   |     temporal sequence,      | stories to shape our     |
|         |   |     cause-and-effect,       | view of a character or a |
|         |   |     problem-solutions,      | setting. "Notice that in |
|         |   |     genre), and             | Hootsville, it doesn't   |
|         |   |                             | just rain, it rains cats |
|         |   |     -   literary devices -  | and dogs! What's the     |
|         |   |         devices authors use | author doing to us?"     |
|         |   |         to convey meaning,  |                          |
|         |   |         nuance,             |                          |
|         |   |                             |                          |
|         |   | and attitudes toward        |                          |
|         |   | characters or other aspects |                          |
|         |   | of a text. Examples include |                          |
|         |   | foreshadowing, metaphor,    |                          |
|         |   | symbolism, literary or      |                          |
|         |   | historical allusions, point |                          |
|         |   | of view, tone, mood, theme  |                          |
+---------+---+-----------------------------+--------------------------+
| Writing | w | Students are engaged in     | ...Students are writing  |
|         |   | writing ideas (not just     | a composition to         |
|         |   | writing words); focus is on | persuade, or inform the  |
|         |   | composition, not meaning of | audience about a topic   |
|         |   | text (which would be ml or  |                          |
|         |   | mh).                        |                          |
+---------+---+-----------------------------+--------------------------+
| L       | l | Teacher is helping students | ...Teacher - Have you    |
| anguage | d | attend to                   | ever been caught in a    |
| deve    |   |                             | rainstorm? Some people   |
| lopment |   | -   figurative language     | say it's raining cats    |
|         |   |     such as metaphors,      | and dogs when they are   |
|         |   |     clichés, idioms         | talking about            |
|         |   |                             | rainstorms. Think about  |
|         |   | (if the instruction is      | that time when you were  |
|         |   | oral, code here; if in      | in a rainstorm           |
|         |   | response to an element from |                          |
|         |   | a text, code as text        | ... Teacher engages      |
|         |   | elements)                   | students in a discussion |
|         |   |                             | of prefix/suffix and     |
|         |   | -   word level linguistic   | their meanings. (i.e.    |
|         |   |     structures such as      | Pre before a word means  |
|         |   |     contractions and        | before so what would the |
|         |   |     morphology,             | word preview mean?)      |
|         |   |                             |                          |
|         |   | -   sentence level          | ... Teacher reads a      |
|         |   |     linguistic structures   | sentence from a book and |
|         |   |     such as verb tense,     | discusses past, present, |
|         |   |     subject-verb agreement  | future with students.    |
|         |   |     and parts of speech,    | (i.e. Did this happen    |
|         |   |                             | already or will it       |
|         |   | -   or translating for the  | happen?)                 |
|         |   |     purposes of developing  |                          |
|         |   |     students' language      | ... Teacher discusses    |
|         |   |     skills                  | the word sear -- how it  |
|         |   |                             | is a cooking term        |
|         |   |                             | (provides Spanish term   |
|         |   |                             | for sear). Teacher--     |
|         |   |                             | Like when you are making |
|         |   |                             | carne asada.             |
+---------+---+-----------------------------+--------------------------+
| Other   | o | Literacy focus other than   | ... Students are         |
|         |   | one of the above            | practicing a play they   |
|         |   |                             | will present             |
+---------+---+-----------------------------+--------------------------+
| NA      | 9 | None of the above seems to  |                          |
|         |   | apply.                      |                          |
+---------+---+-----------------------------+--------------------------+

**Level 6: Interaction Style** (What is the interaction style being used
by the classroom teacher during this level 5 event?)

+---------+---+-----------------------------+--------------------------+
| **Inte  | * | **Definition**              | **Example**              |
| raction | * |                             |                          |
| style** | C |                             |                          |
|         | o |                             |                          |
|         | d |                             |                          |
|         | e |                             |                          |
|         | * |                             |                          |
|         | * |                             |                          |
+=========+===+=============================+==========================+
| Telling | t | Telling or giving children  | ...Teacher -- This is a  |
| /giving |   | information, explaining how | dash mark, it's like     |
| info    |   | to do something. This may   | they didn't really       |
| rmation |   | include paraphrasing text   | finish a thought and     |
|         |   | or translating to convey    | there's a sudden ending  |
|         |   | information.                |                          |
+---------+---+-----------------------------+--------------------------+
| Rec     | r | The teacher is coded as     | ...Teacher - What does   |
| itation |   | engaging the students in    | that mean (new word,     |
|         |   | answering questions, or     | veterinarian)? Student   |
|         |   | responding (q-a-q-a). The   | -- like when your animal |
|         |   | purpose primarily appears   | is sick, you take it to  |
|         |   | to be getting the children  | the veterinarian.        |
|         |   | to answer the questions     | Teacher- What is a short |
|         |   | asked rather than engaging  | form of that word? Does  |
|         |   | them in a discussion. When  | anyone know what it is?  |
|         |   | the dynamic is recitation,  | Student - vet            |
|         |   | but the teacher is          |                          |
|         |   | requesting elaborated       |                          |
|         |   | responses from students,    |                          |
|         |   | level 6 would be coded as r |                          |
|         |   | *and* d. Also, recitation   |                          |
|         |   | is coded if the teacher     |                          |
|         |   | asks students to report     |                          |
|         |   | their responses to a        |                          |
|         |   | particular prompt to one or |                          |
|         |   | two neighbors. Teacher is   |                          |
|         |   | clearly in control and      |                          |
|         |   | managing turns.             |                          |
+---------+---+-----------------------------+--------------------------+
| Dis     | d | Students engaged in a       | ...Students are taking   |
| cussion |   | discussion or conversation, | turns speaking without   |
|         |   | which is largely            | raising hands. Students  |
|         |   | facilitated by the teacher. | are listening to one     |
|         |   | Students may respond to     | another's responses and  |
|         |   | each other, but with the    | dominating the           |
|         |   | teacher's mediation.        | conversation rather than |
|         |   | Exchange may be t-s-s-s,    | the teacher. The teacher |
|         |   | rather than t-s-t-s. A mid  | enters into the          |
|         |   | point between conversation  | discussion briefly.      |
|         |   | and recitation, the teacher |                          |
|         |   | is in control and but not   |                          |
|         |   | always managing turns.      |                          |
+---------+---+-----------------------------+--------------------------+
| Mo      | m | *Modeling*: The teacher or  | ...Teacher reads the     |
| deling, | c | computer is explicitly      | poem aloud with students |
| C       | s | [showing]{.underline},      | using no expression.     |
| oaching |   | [demonstrating, or thinking | Teacher now asks         |
| and     |   | aloud]{.underline} the      | students to read with    |
| Scaf    |   | steps of how to do          | expression. Teacher      |
| folding |   | something or how to do a    | reads aloud with         |
|         |   | process as opposed to       | students. Teacher- Wait, |
|         |   | simply explaining it (e.g.  | we're sounding a little  |
|         |   | a teacher or computer       | bit choppy, let's try it |
|         |   | models fluent reading after | again...                 |
|         |   | modeling word-by-word       |                          |
|         |   | reading, and talks about    | ...Teacher- I don't      |
|         |   | the difference) When        | remember what a centaur  |
|         |   | modeling is coded at Level  | is, let's look it up.    |
|         |   | 6, listening should be      | Sometimes when you're    |
|         |   | coded at Level 7.           | reading, you might need  |
|         |   |                             | to use a dictionary to   |
|         |   |                             | look up words like we're |
|         |   |                             | doing now                |
+---------+---+-----------------------------+--------------------------+
|         |   | *Coaching/Scaffolding:* The | ...Teacher helps student |
|         |   | teacher or computer is      | divide the sentences     |
|         |   | coded as                    | he's written into        |
|         |   | [prompting/providing        | different paragraphs.    |
|         |   | support]{.underline} which  | Teacher asks him         |
|         |   | will transfer to other      | questions to help him    |
|         |   | situations as students are  | expand his writing with  |
|         |   | attempting to perform a     | more detail              |
|         |   | strategy or activity or to  |                          |
|         |   | answer a question. The      | ...Teacher encourages    |
|         |   | teacher or computers'       | students to invite more  |
|         |   | apparent purpose is to      | peers into a             |
|         |   | foster independence to get  | conversation dominated   |
|         |   | a more complete action or   | by a few students        |
|         |   | to help students elaborate  |                          |
|         |   | on an answer (rather than   |                          |
|         |   | to simply get a student to  |                          |
|         |   | answer a question).         |                          |
+---------+---+-----------------------------+--------------------------+
| Reading | r | Teacher is reading aloud to | .... Teacher begins to   |
| aloud   | a | the students.               | read a passage aloud and |
|         |   |                             | show students the        |
|         |   |                             | illustrations            |
+---------+---+-----------------------------+--------------------------+
| Ass     | a | Engaging in questioning,    | ... Teacher or computer  |
| essment |   | explaining, providing       | provides questions to    |
|         |   | directions for the purpose  | students that need to be |
|         |   | of assessing student        | answered to measure      |
|         |   | performance. Typically this | student understanding of |
|         |   | would involve record        | material                 |
|         |   | keeping.                    |                          |
+---------+---+-----------------------------+--------------------------+
| Other   | o | Interaction style other     | ...Teacher checks in on  |
|         |   | than what is listed above.  | each individual or small |
|         |   | Listening or watching       | group to make sure they  |
|         |   | without giving feedback     | are on task              |
|         |   | would be coded as o.        |                          |
|         |   |                             |                          |
|         |   | []{.mark}                   |                          |
+---------+---+-----------------------------+--------------------------+
| []      | 9 | If students are not working |                          |
| {.mark} |   | with the teacher or         |                          |
|         |   | computer (so there is no    |                          |
| NA      |   | direct teacher-student      |                          |
|         |   | interaction)                |                          |
+---------+---+-----------------------------+--------------------------+

**Level 7: Mode of Student Response**

+---------+---+-----------------------------+--------------------------+
| **Res   | * | **Definition**              | **Examples**             |
| ponse** | * |                             |                          |
|         | C |                             |                          |
|         | o |                             |                          |
|         | d |                             |                          |
|         | e |                             |                          |
|         | * |                             |                          |
|         | * |                             |                          |
+=========+===+=============================+==========================+
| Reading | r | Students are to be reading, | ...Teacher reads aloud   |
|         |   | either silently or orally   | while students read      |
|         |   | from a book or text on the  | aloud too.               |
|         |   | computer. Includes reading  |                          |
|         |   | individually, in pairs,     | ...Teacher asks students |
|         |   | choral reading as a group,  | to read a page or        |
|         |   | or simultaneous oral        | selection to themselves  |
|         |   | reading.                    |                          |
|         |   |                             | ...Teacher calls on      |
|         |   |                             | students one by one to   |
|         |   |                             | take turns reading aloud |
+---------+---+-----------------------------+--------------------------+
| Talking | [ | Talk is coded whenever      | ...The teacher controls  |
|         | ] | students are expected to    | who gets to talk.        |
| []      | { | respond orally (but are NOT |                          |
| {.mark} | . | reading) whether            |                          |
|         | m | individually, one after     |                          |
| []      | a | another, or as a group      |                          |
| {.mark} | r | (e.g. choral response)      |                          |
|         | k |                             |                          |
| []      | } | []{.mark}                   |                          |
| {.mark} |   |                             |                          |
|         | t |                             |                          |
|         |   |                             |                          |
|         | [ |                             |                          |
|         | ] |                             |                          |
|         | { |                             |                          |
|         | . |                             |                          |
|         | m |                             |                          |
|         | a |                             |                          |
|         | r |                             |                          |
|         | k |                             |                          |
|         | } |                             |                          |
|         |   |                             |                          |
|         | [ |                             |                          |
|         | ] |                             |                          |
|         | { |                             |                          |
|         | . |                             |                          |
|         | m |                             |                          |
|         | a |                             |                          |
|         | r |                             |                          |
|         | k |                             |                          |
|         | } |                             |                          |
|         |   |                             |                          |
|         | [ |                             |                          |
|         | ] |                             |                          |
|         | { |                             |                          |
|         | . |                             |                          |
|         | m |                             |                          |
|         | a |                             |                          |
|         | r |                             |                          |
|         | k |                             |                          |
|         | } |                             |                          |
|         |   |                             |                          |
|         | [ |                             |                          |
|         | ] |                             |                          |
|         | { |                             |                          |
|         | . |                             |                          |
|         | m |                             |                          |
|         | a |                             |                          |
|         | r |                             |                          |
|         | k |                             |                          |
|         | } |                             |                          |
+---------+---+-----------------------------+--------------------------+
| Li      | l | Typically listening is      | ...Teacher paraphrases   |
| stening |   | coded when the teacher is   | what has just happened   |
|         |   | operating in some sort of   | in the story and resumes |
|         |   | presentational              | reading aloud            |
|         |   | mode---telling children     |                          |
|         |   | information, modeling, or   |                          |
|         |   | reading aloud to the        |                          |
|         |   | children (at Level 6). Do   |                          |
|         |   | not code if children are    |                          |
|         |   | reading or orally           |                          |
|         |   | responding.                 |                          |
+---------+---+-----------------------------+--------------------------+
| Writing | w | Students are to be writing  | ...Students are working  |
|         |   | words (including a spelling | by themselves as they    |
|         |   | task), sentences, or        | write paragraphs or log  |
|         |   | paragraphs.                 | entries                  |
+---------+---+-----------------------------+--------------------------+
| Other   | o | Some form of responding not | ...Students give a       |
|         |   | listed above code.          | thumbs-up if they agree  |
|         |   |                             | and a thumbs-down if     |
|         |   |                             | they disagree            |
+---------+---+-----------------------------+--------------------------+
| NA      | 9 | If students are not         |                          |
|         |   | required to respond at all. |                          |
+---------+---+-----------------------------+--------------------------+