Classroom Observation Tool

Look for: The correct day's Standards Slide Deck from the Triplet (deck, teacher script, tracking sheet) is open and visible on the SmartBoard or projector.

Look for: The corresponding Teacher Script is printed or open on the teacher's device. Annotations or sticky notes show preparation.

Look for: The Tracking Sheet (third piece of the Triplet) is on the teacher's desk or clipboard, with student names filled in and columns for today's GRADUATE stages.

Look for: Every student has their Student Interactive Workbook open to the correct module and day.

Look for: The Teacher Lesson Plan Guide (85 sections per grade) is bookmarked to the current cluster and module for reference during the lesson.

Look for: The Weekly Pacing Guide showing the current module's 5-day GRADUATE distribution is visible to the teacher and aligns with the day being observed.

Look for: Relevant framework posters for the current cluster (TREES, CSI, DEEP FACTS, TRACKS, CREATURES, TRAILS, Sentence Weather, or others) are visible in the classroom. Writing color references (thesis/reasons = green, evidence = yellow, explanation = red/pink, significance = blue) are posted.

Look for: The five RPLD Thinking Levels (Foundational, Emergent, Visible, Independent, Reflective) are posted or available. Remember: the level describes the thinking, not the student.

Look for: ELPS-aligned linguistic supports, sentence stems, vocabulary previews, and oral rehearsal frames are ready for students who need them.

Look for: Day 1 = Gather and Reveal. Day 2 = Attempt. Day 3 = Discuss and Use. Day 4 = Award and Target. Day 5 = Educate and Explain. The cycle is distributed across 5 days, NOT the full cycle in one day.

Look for: The teacher is using the provided Teacher Script language. The Teacher Script is designed to be delivered as written so every student gets the full lesson. It should not be improvised or significantly reworded.

Look for: The teacher advances through the Standards Slide Deck in sequence. Slides match the GRADUATE stage being taught and the Teacher Script being read.

Look for: Students respond in their workbooks at the designated points. The workbook pages match the current module and day. Writing uses the color-coding system (thesis/reasons in green, evidence in yellow, explanation in red/pink, significance in blue) when applicable.

Look for: The teacher actively notes student performance on the Tracking Sheet during or immediately after each activity. RPLD Thinking Levels (Foundational through Reflective) guide the recording.

Look for: Tier 1, Tier 2, and Tier 3 vocabulary are taught using the oral rehearsal frames. Tier 3 words include the "Say It This Way" pronunciation guide. At least 10 words per tier (30+ total per module).

Look for: The active framework (TREES for ECR, CREATURES for argument, TRAILS for narrative, CSI for evidence selection, DEEP FACTS for explanation types, TRACKS for reading annotation, or Sentence Weather for grammar) is named, displayed, and students reference it during writing.

Look for: Every reference to thesis uses the complete phrase "thesis (central idea)." The teacher models thesis statements and students practice forming them.

Look for: Module 1 = Low stamina, Module 2 = Medium, Module 3 = High, Module 4 = Very High. Passage length and complexity match the module's stamina level.

Look for: Students annotate/highlight passages using the six TRACKS categories: T = Time (green), R = Reactions (purple), A = Actions (yellow), C = Character/Concept/Creature (yellow), K = Key Details (blue), S = Setting (pink). Color fidelity is maintained.

Look for: SCR (Short Constructed Response) = exactly 3 sentences: thesis (central idea), evidence, explanation. ECR (Extended Constructed Response) follows the TREES structure. No extra introduction or conclusion on SCR.

Look for: Think-pair-share, oral rehearsal, whole-group discussion, and independent writing time. Students are talking about writing, not passively watching.

Look for: English Language Proficiency Standards are actively addressed. Linguistic accommodations (sentence stems, visual supports, oral rehearsal frames, native language bridges) are used, not just listed in the plan.

Look for: Multilingual learners have access to the Content Language Supports provided with the materials. Sentence frames match the writing task (thesis frames, evidence frames, explanation frames).

Look for: The teacher uses the intervention, enrichment, and on-level paths described in the Teacher Lesson Plan Guide. Students working below level receive scaffolded support; students above level receive extension tasks.

Look for: The five RPLD Thinking Levels (Foundational, Emergent, Visible, Independent, Reflective) inform how the teacher groups students and adjusts support. The level describes the thinking, not the student.

Look for: When Station Rotation is part of the lesson design, students rotate through stations with clear tasks, and the teacher leads a small-group station for targeted instruction.

Look for: Multiple means of representation (visual + auditory + kinesthetic), engagement (choice, relevance), and expression (oral, written, drawn). Accessible materials are provided as needed.

Students sing or chant our songs (for example, the Writing Process Poem) to remember the steps.

Students work with prefixes, suffixes, and roots (Morpheme slide decks, Big Word Detective).

Check MATE, OnRAMP, Evidence Detective, or Explanation Station is in use.

Literary Devices, Figurative Language, Word Choice, Morphemes, or other Triplet decks with their scripts and tracking sheets.

Students plan with a Writing Academy graphic organizer (blank or model page).

Students refer to the anchor charts during the lesson, not just posted on the wall.

The teacher leads a Small Group Reteach Plan with students who need it.

Students use frames to climb to a higher thinking level.

Writing Academy flashcards are used for practice or games.