ESOL Observation Checklist
School : Grade Level: Date: Lesson Observed:
Each of the following category labels identifies a key pedagogical goal in the ESOL inclusion setting – the instructional model for serving English
Language Learners in Pasco County classrooms. The subsequent descriptors illustrate what the effective teacher does to achieve these goals.
*Please observe these features as used in serving the learning/language needs of English Language Learners (ELL).
The classroom teacher aims to: Indicators: – Not Observed
/ Not Applicable COMMENTS
1. …integrate language development connected with content area learning.
1.1 Specifies the content-compatible EQ’s and student learning maps are on
language objectives and content- posted can be recognized as driving all
appropriate objectives for each lesson. activities.
1.2 Uses authentic texts, artifacts and Authentic materials are present and being
materials to teach language and content. used by teacher and/or students.
1.3 Focuses corrective responses on pre- Students successfully follow instructions and
determined language and content complete activities. Too difficult language is
objectives based on the lesson and the avoided and teacher models correct
developmental level of the learners. language. Use of comprehension checks.
1.4 Has a well-balanced lesson. Warm-up, teaching, learning, analysis and
reflection are present.
2. …create rich learning environment for language acquisition.
2.1 Creates a friendly and safe learning Evidence of clear routines. The classroom
environment for ELLs. seems stress free. Students support one
another and participate actively. Students
experiment freely with language. Rules
created with students are posted and
observed. Students respect the rules.
2.2 Surrounds learner with extensive oral Work is done to develop vocabulary and
and written language input. language patterns. Language is posted.
There is a reading corner, multimedia,
various learning centers, etc.
2.3 Organizes classroom so it promotes Teacher displays student work, language is
learning. displayed, supplies are in logical places and
seating configurations are logical.
3. …make input comprehensible.
3.1 Uses body language, visuals, regalia, e.g., facial and hand gestures, pictures,
manipulatives to communicate meaning. actual objects
3.2 Solicits and draws upon prior knowledge Elements from previously taught themes are
and experiences with new themes. visible. Students use previously learned
vocabulary in talking about the new theme.
3.3 Uses a variety of pre-reading and pre- e.g., advanced organizers, concept and
writing activities to make language and word charts or maps
content more accessible.
3.4 Breaks complex information and The theme/information is organized into
processes into component parts. sub-units or sub-themes.
3.5 Makes frequent use of comprehension Students can articulate what they have
checks that require learners to learned and can apply it through an
demonstrate their understanding. assignment or activity.
3.6 Selects and adapts instructional materials Students can cope with the assignments
for learners’ language proficiency level. and activities and participate actively.
4. …use “teacher-talk” effectively.
4.1 Articulates and enunciates clearly. Students can accurately repeat what the
teacher says. Students have good speech
4.2 Slows down and simplifies language Messages are repeated in different ways.
when developmentally appropriate. Students are interested in what is going on.
4.3 Avoids “teacher-speak”. Students occasionally take the lead in
conversations. Non-classroom situations are
4.4 Models accurate use of language. Syntax and grammar are accurate.
“Parasitic” words or expressions such as
“You know!” are avoided. Intonation is
normal. The teacher’s accent does not
ESOL Observation Checklist
5. …attend to diverse ELL needs.
5.1 Plans for and employs questioning Students participate in discussions.
techniques that encourage extended Elements of critical and creative thinking are
discourse and foster higher-order present. Responses to higher-order
thinking. questions elicited from ELLs.
5.2 Structures and facilitates high-interest, e.g., role playing, plays, debates,
student-centered activities. presentations, group and peer work, peer
and group teaching
5.3 Provides all students with the The teacher uses grouping techniques such
opportunity to participate and speak. as dyads, think-pair-share, small groups,
etc. and output-oriented activities such as
role plays, simulations, drama, debates,
presentations, etc. ELL have specific role.
5.4 Promotes learning from and with peers. e.g., peer editing, peer tutoring
5.5 Communicates and consistently The teacher verbalizes his/her expectations
reinforces clear, high expectations about and is consistent in reinforcing students who
language use. meet expectations and applies related rules
6. …promote extended student output.
6.1 Takes into account different learning All students are motivated. Teacher uses co-
strategies and helps students develop operative learning strategies and includes a
learning skills. range of language abilities in student
groups. Visual, tactile, auditory and
kinesthetic approaches are visible. Teacher
invites students to share different problem-
solving approaches and learning strategies.
6.2 Surveys and takes into account student Teacher has students pick topics, order of
interests, opinions and wishes. activities and can bring into the lesson
elements that are clearly of interest to the
6.3 Makes use of a wide variety of activities Activities are organized so easier tasks can
through learning centers where students be done first, or so there is choice of
can work at a level that is appropriate activities. There are a variety of visual,
for them. auditory, tactile and kinesthetic activities.
7. …attend to continuous language growth and improvement in accuracy.
7.1 Creates an opportunity for evaluation of Either self-evaluation by the student, peer
language and content learning (including evaluation or teacher-directed evaluation
learning process) during each lesson. takes place during the lesson.
7.2 Uses a variety of effective feedback e.g., elicitation, clarification requests,
techniques. repetition, recasting, explicit correction,
body language and other non-verbal cues
7.3 Attends to errors in both oral and written Teacher models right answer. Teacher
language. encourages self and peer-correction.
7.4 Differentiates between feedback on form Students receive verbal reinforcement or
versus meaning. marks for content. Teacher says e.g. “I like
that idea. How might you say it more
precisely? How might you expand on that
Adapted from the Language Immersion Centre