Intervention Observation Checklist / Evaluation
Western Kentucky University Adult Literacy Center
LTCY 520

Dr. Pam Petty

Agenda/Strategies
Effective
In Process
 Needs Improvement
Planning & Preparation:
Has materials & equipment assembled beforehand; 
*Has activity list and lesson plans visibly displayed;		 . . .
Motivation & Feedback:
*Plans a variety of activities; 
*Selects materials appropriate to:  interests, background knowledge, instructional level;
*Maximizes the number of minutes student spends reading;
*Explains objectives of lesson to student;
*Gives clear directions, rephrasing & modeling when necessary;
*Provides appropriate feedback: relates praise/negative feedback to specific behavior;
*Uses wait-time effectively
*Uses follow-up probes at appropriate levels of questioning;		 . . .
Aspects of Successful Reading Program:
Modeling: 
Reads aloud selection of interest;
Models comprehension and word recognition strategies;
Models appropriate reading strategies for reading context & materials/text;		 . . .
Instruction:  Comprehension & Vocabulary (concepts):

Guided Reading Lessons:
Builds/activates prior knowledge or topic before reading;
Uses strategies which promote active involvement during reading;
Provides activities after reading to encourage integration of new to known;

Functional Reading:
Provides opportunities to read real-life materials for real purposes;

 . . .
Instruction:  Word Recognition
(Phonics, Sight Words, Structural Analysis)
*Relates word recognition skill instruction to meaningful contexts;
*Teaches student to use context clues to supplement phonics skills;		 . . .
Practice:
*Has Sustained Silent Reading (SSR);
*Provides opportunities for a lot of practice reading materials which can be read fluently;		 . . .
Transfer:
*Helps students see how skills/strategies can be used in content area reading;
*Assists students in practicing skills/strategies within meaningful context of the reading;		 . . .
. . . .