TRANSITIONAL KINDERGARTEN CLASSROOM OBSERVATION GUIDE

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1 Learning environment An intentionally designed classroom and outdoor play space supports TK students social- emotional and academic development What does it look like? Why is it important? Notes INDOOR Safe and healthy environment Easily accessible bathrooms and sinks Classroom is well- organized Intentional traffic flow Each child has a cubby/box for storing his/her own things Clearly defined, engaging interest areas or centers Areas could include an art area, block area, dramatic- play area, science area, library, writing center and sand and water tables Areas where groups of children can easily work and play together Ease of access to materials allows TK students to develop independence and personal responsibility Sufficient personal space helps TK students develop impulse control and self- regulation Space for group activities allows TK students to play cooperatively with each other and develop self help and self- regulation strategies Plentiful, varied, easily accessible and well- maintained materials and equipment Materials include puzzles, books, art supplies, wooden blocks, Lego etc. Math manipulatives Materials in the centers are interesting and creative, frequently changing to nurture curiosity and meet children s developing interests Visual and simple word labels show where things belong Current displays of student work Appropriate materials and activities challenge TK students at the right level to build success Encourages TK students to play an active role in maintaining their own learning environment Students, parents and the whole school community benefit from children s art and work being displayed in the classroom

2 TRANSITIONAL KINDERGARTEN CLASSROOM OBSERVATION GUIDE OUTDOOR Outside play area is safe Children have extended daily opportunities to run, jump etc. Sufficient age- appropriate equipment for active play e.g. climbing structures, balls, trikes Outdoor play inspires curiosity, encourages exploration and deepens engagement with the natural world TK students need extended periods of both structured and unstructured physical activity each day to develop competence in fundamental motor skills and achieve optimal health and wellness. Outside play contributes to social emotional development in numerous ways Children need opportunities to engage with the natural world. This supports self- regulation and deepens children s connections to the environment

3 Building foundations for academic growth Intentionally planned instruction ensures each child participates in a challenging and enriching learning experience What does it look like? Why is it important? Notes Consistent yet flexible daily schedule has specific times for literacy and numeracy instruction and opportunities for music, art, science and social studies learning Instruction is culturally and linguistically responsive Dual language learners are honored Environment and procedures honor students home language and culture. Photos, dolls, books reflect people of many cultures Children s home languages are supported through sharing books, songs, and rhymes in many languages Instruction is developmentally appropriate: it will vary throughout the year and from child to child Instruction is integrated, relating topics and incorporating themes that often emerge from children s interests A consistent schedule helps TK students feel safe and comfortable and allows them to take risks as they develop their academic skills When TK students connect culturally and linguistically to their environment, they are better able to learn. TK students develop at their own pace and so the TK curriculum needs to be ready when they are ready to learn. TK students make connections to learning when they are immersed in interesting and engaging topics. Learning time is appropriately paced for students There is a good balance between teacher directed whole group instruction, small group instruction and Individual instruction throughout the day There is a balance between teacher directed learning and child initiated learning TK students need a balance of active and quiet time, familiar and novel, indoor and outdoor Instructional goals for different children are met in different ways TK students learn best when given many different opportunities to try out their learning

4 Active learning opportunities are the norm There is a variety of materials and modalities (auditory, visual and movement opportunities) New skills are modeled by the teacher Oral language development opportunities are provided throughout the day One- to- one conversation; effective open- ended questioning; children respond audibly, in complete sentences: teacher repeats, extends, elaborates; explicit vocabulary development instruction and practice Literacy skills development Phonemic awareness instruction and practice opportunities, alphabetic principle instruction and practice opportunities, easy access to a variety of writing materials; pencils, crayons, paper, envelopes, Scotch tape, glue etc., in literacy center, frequent read aloud experiences, giving students opportunities to respond and share their opinions, frequent opportunities for book handling to gain understanding of concepts about print Children have access to books in the classroom library Books change depending on the children s growing abilities and changing interests Math skills development Daily whole group, small group and/or individual math instruction to support children s developing number sense and knowledge about geometry. Materials, including manipulatives, support children s developing skills and understanding of weight, length and capacity Children need opportunities to actively construct their own understanding in different ways TK students may need to observe teachers modeling new skills multiple times as they make their own attempts towards learning Well developed oral language skills are an important foundation for academic success TK students need to be given many different opportunities throughout the day to help them develop early literacy skills Children develop a love of reading and storytelling that will lay the foundation for a lifetime of engagement with literacy Concepts about print are learned through early book handling. Engaging books aid concept and vocabulary development Teachers should build on students natural mathematic curiosity to nurture a positive attitude towards math

5 TRANSITIONAL KINDERGARTEN CLASSROOM OBSERVATION GUIDE Literacy and Math Centers Allows choice, materials ready and accessible, interesting and creative materials that cultivate curiosity, hands- on opportunities, challenge children at the right level to build success Music and Movement Frequent opportunities for students to joyfully sing and dance, using musical instruments and their own bodies in a fun, communal environment, to integrate what they have learned in class and to support their enjoyment of school Art Frequent opportunities for students to create art, developing their creative skills and fine motor abilities Science and Social Studies Hands- on, relevant, activity based Assessment Evidence of ongoing observation, monitoring, recording and reporting progress (DRDP- SR, district assessments), assessment results used to plan for individual, small group and whole class instruction Frequent, fun, hands- on experiences help young children actively engage in learning and practicing new concepts The arts promote dispositions for learning. The arts are a language that is common to all. Children are capable of creating art in all its forms. Process is more important than product. The arts are motivating and engaging for learners. Music and movement provide children opportunities to express themselves through their bodies, their voices and instruments and have the potential to support an integrated approach to academic content Young children are curious about the world around them. Knowledge about the world helps children make sense of their world TK students change dramatically throughout the course of the year and assessment data allows TK teachers to meet each child s developing needs