Tutor Observation Form

Tutor Observation Form Tutor: Student 1: School: Lesson #: Visit # 1 2 3 4 5 6 Observer: Date: Attendance Checked? YES NO Instructional Component Criteria Adheres to lesson directions/script __Models new sounds in boxes __Models correct/clear sounds __Checks that student produces sounds correctly __Has student write 3 sounds Never Rarely Sometimes Mostly Always Say the Sounds 1 2 3 4 5 Notes: Segmenting Notes: Adheres to lesson directions/script __Models activity, as scripted __Has student point to boxes when segmenting 1 2 3 4 5 Word Reading Adheres to lesson directions/script __Models words in boxes __Requires student to attempt/demonstrate sounding out words correctly __Provides listening practice on new/difficult sounds 1 2 3 4 5 Notes: All Spelling Tasks Notes: Adheres to lesson directions/script __Chooses 3 spelling words that match student needs __Has student read all written words 1 2 3 4 5 Sight Words Adheres to lesson directions/script __Models new words in boxes __Requires student to read, point, and orally spell word __Reviews weak/new sight words where directed 1 2 3 4 5 Notes: SP Booster Tutor Observation Form 06-07, Updated 3/3/2009 The Reading Partners Group, Washington Research Institute, Seattle, WA www.wri-edu.org/partners Tutor Observation Form Instructional Component Criteria Adheres to lesson directions/script __Spends 1 minute book reading __Requires student to finger point __Requires student to re-read fluently if error made __Tutor re-reads sentence when needed to refresh meaning __Reads new book 2x, then reads previous books OR __Reads repeated book 1x, then reads previous books Never Rarely Sometimes Mostly Always All Sentence, Text, and Book Reading Tasks 1 2 3 4 5 Notes: Adheres to lesson directions/scrip __Models by pointing and saying word with ending __Says words aloud for student to repeat with ending __Has student read words Word Endings 1 2 3 4 5 Notes: Adheres to lesson directions/script __Chooses the best task for student, based on skill __Follows directions for the task Letter Card Use 1 2 3 4 5 Tutor Behavior Criteria Maximizes time on instruction Never Rarely Sometimes Mostly Always 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 Instructional Delivery Quick pace/smooth transitions/minimal pauses Uses appropriate specific praise Provides appropriate error correction/scaffolding Materials are organized Maintains accurate attendance records Feedback to Tutor: SP Booster Tutor Observation Form 06-07, Updated 3/3/2009 The Reading Partners Group, Washington Research Institute, Seattle, WA www.wri-edu.org/partners