Literacy Evaluation Instrument

The Literacy Evaluation Instrument is an assessment for principals or any teacher evaluator for the evaluation of a school’s current literacy instructional practices.  For example, principals can use the instrument

  • 1)     to evaluate the school’s current practices,

  • 2)     to set goals for further implementation of literacy instruction at their school, or

  • 3)     in separate components to serve as a checklists for classroom observations

Below is an example of the Literacy Evaluation Instrument for ‘Components of Reading- Segment 1’

Components of Reading - Segment 1

An appropriate reading program for all children should be grounded in each of six components of reading:

1. Languaging
  • Dynamic, purposeful use of listening and speaking
  • Understanding the flow of natural language
  • Rich and varied language base/home rooted, formal and print language

    Teachers will need to have a thorough understanding of these components if they are going to be able to compensate for the shortcomings of any reading curriculum. A curriculum that overemphasizes or deemphasizes any component or components to the detriment of others, needs to be modified based on the needs of the children involved. All curricula will need to be modified to some degree in order to meet the needs of a diverse group of children. A clear understanding of these components will also be demonstrated in the basic, continuous, communication environment in the classroom. Interactions with children will demonstrate purposeful efforts to extend children's performance in the areas of linguistic development, vocabulary knowledge, word recognition, literal and non-literal comprehension, word analysis, self-monitoring and self-correction. Knowledge of Components of Reading has an obvious and a positive effect on children's broad literacy development. Teachers who have the vision of these components create a literate environment for children: one that takes advantage of each "teachable moment" and develops a culture of learning and growing within the classroom.
    1A. Questions to Assess "Languaging" Awareness

    1. How aware are you of the quality of your own language in your classroom?
    2. What strategies do you use to extend children's language?
    3. How do you expose children to elaborate language models?
    4. What assistance do you provide for linguistically weak children?

    1B. Checklist for Observation of Languaging Focus

    Based upon my observation of this teacher's instruction, I find the following statements to be true:

    The Teacher:
    John Doe

    Not Observed
    uses rich and varied language in speaking to and with children
    encourages and validates children's languaging attempts
    extends children's languaging through modeling
    demonstrates elaborate language in the classroom
    rephrases and extends minimal language
    reads rich language to children
    draws attention to children's expanded language
    purposefully involves linguistically weak children in languaging opportunities
    Scoring interpretation:
    13 - 16 Strength in Languaging
    9 - 12 Average/Progressing in Languaging
    8 and below Requires Professional Assistance in Languaging

    1C. Suggestions To Teachers
    Use rich and varied oral language to children. Utilize "synonym talk" constantly ("Harold, that was a unique answer - that means it was very unusual")
    Call positive attention to children when they use picturesque language.
    Rephrase minimal language used by children. (Child says, "I had a nice time." Teacher rephrases, "I'm pleased that you had an enjoyable time, Sam.")
    Read print that uses rich language to children. Draw attention to and discuss rich language.
    Draw linguistically weaker children into discussions and use rephrasing techniques to model extended language.

    The modules below are recommended for viewing:

    Class 1: What is Reading?
    Module #: WB001S - WB002S