I. Instructional Support
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- Bertram Maxwell
- 5 years ago
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1 :15 :30 :45 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00 4:15 4:30 4:45 5:00 5:15 5:30 5:45 6:00 6:15 6:30 6:45 7:00 7:15 7:30 Tot Teacher ID Sub, Aide, Other Instructional Video # Support Codes Coder ID Page 1 Coding Date START TIME: Time book-related discussion began if not start of video : (min, sec) Title of Book Author Group Large group (7+), Small group (3-6), Two C, One C (other than English) Genre Narrative, Informational, Mixed Book features ABC, Counting, Chapter B, Reference, Rhyming, Pattern Dual language text No, Yes Special text Electronic Book (computer), Book on tape, Big book
2 7:45 8:00 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 13:00 13:15 13:30 13:45 14:00 14:15 14:30 14:45 15:00 Tot Instructional Support Codes (cont d) Page 2
3 15:15 15:30 15:45 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 19:00 19:15 19:30 19:45 20:00 20:15 20:30 20:45 21:00 21:15 21:30 21:45 22:00 22:15 22:30 Tot Instructional Support Codes (cont d) Page 3
4 22:45 23:00 23:15 23:30 23:45 24:00 24:15 24:30 24:45 25:00 25:15 25:30 25:45 26:00 26:15 26:30 26:45 27:00 27:15 27:30 27:45 28:00 28:15 28:30 28:45 29:00 29:15 29:30 29:45 30:00 Tot Instructional Support Codes (cont d) Page 4
5 II. BR 22:45 23:00 23:15 23:30 23:45 24:00 24:15 24:30 24:45 25:00 25:15 25:30 25:45 26:00 26:15 26:30 26:45 27:00 27:15 27:30 27:45 28:00 28:15 28:30 28:45 29:00 29:15 29:30 29:45 30:00 II. BR 15:15 15:30 15:45 16:00 16:15 16:30 16:45 17:00 17:15 17:30 17:45 18:00 18:15 18:30 18:45 19:00 19:15 19:30 19:45 20:00 20:15 20:30 20:45 21:00 21:15 21:30 21:45 22:00 22:15 22:30 II. BR 7:45 8:00 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 13:00 13:15 13:30 13:45 14:00 14:15 14:30 14:45 15:00 II. BR :15 :30 :45 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00 4:15 4:30 4:45 5:00 5:15 5:30 5:45 6:00 6:15 6:30 6:45 7:00 7:15 7:30 Book-Reading Context Codes Page 5
6 Score Form, Duration, Global Rating Scales, & Comments Page 6 SCORE FORM TIME COMMENTS SECTION: Positive (LD) 1a Describe Events. Pg1 + Pg2 + Pg3 + Pg4 = Score 1a 1b Noun Label. Pg1 + Pg2 + Pg3 + Pg4 = Score 1b 1c Describe Noun. Pg1 + Pg2 + Pg3 + Pg4 = Score 1c 1d Word Definition. Pg1 + Pg2 + Pg3 + Pg4 = Score 1d 1e Expand/extend. Pg1 + Pg2 + Pg3 + Pg4 = Score 1e (AT) 2a Compare/Contrast. LD Pg1 + Pg2 + Pg3 + Pg4 = Score 2a 2b Judgment/Inference. Pg1 + Pg2 + Pg3 + Pg4 = Score 2b 2c Prediction. Pg1 + Pg2 + Pg3 + Pg4 = Score 2c 2d Reasoning/Explain. Pg1 + Pg2 + Pg3 + Pg4 = Score 2d AT (EL) 3a Word Elaboration. Pg1 + Pg2 + Pg3 + Pg4 = Score 3a 3b Text-Life. Pg1 + Pg2 + Pg3 + Pg4 = Score 3b 3c Dramatize/Pretend. Pg1 + Pg2 + Pg3 + Pg4 = Score 3c 3d Follow C s Initation. Pg1 + Pg2 + Pg3 + Pg4 = Score 3d 3e Discuss Emotions. Pg1 + Pg2 + Pg3 + Pg4 = Score 3e Print & (PP) EL 4a Book/Print Organiz. Pg1 + Pg2 + Pg3 + Pg4 = Score 4a 4b Letter Sounds. Pg1 + Pg2 + Pg3 + Pg4 = Score 4b 4c Letters/Words. Pg1 + Pg2 + Pg3 + Pg4 = Score 4c 4d Phonology. Pg1 + Pg2 + Pg3 + Pg4 = Score 4d (SC) 5a Model Respect. 5b Positive Feedback. 5c C Touch book. PP Pg1 + Pg2 + Pg3 + Pg4 = Score 5a Pg1 + Pg2 + Pg3 + Pg4 = Score 5b Pg1 + Pg2 + Pg3 + Pg4 = Score 5c SC Duration: min: sec OTHER VIDEO INFORMATION For how much of the session was the book itself clearly in the camera view? All/most Some Little/None For how much of the session were you able to clearly hear and parse the teacher s utterances? All/most Some Little/None GLOBAL RATING SCALES Reading Delivery: Low quality reading with overall monotone voice or frequent miscues. Moderate reading quality with intermittent dramatic reading. High quality reading delivery with overall dramatic reading. Behavior Management: Low quality behavior management approaches or typically reactive. Moderate quality behavior management with a combination of effective and less effective approaches or a combination of proactive and reactive approaches. High quality behavior management approaches or consistently prevents misbehavior with praise or proactive approaches. Comments, evidence, questions. (e.g., Unusual or excellent instructional techniques, Noteworthy/exceptional behavioral or emotional supports) COMMENTS SECTION: Negative Comments, evidence, questions. (e.g., Teacher sarcasm, disrespect, harsh language, threats, anger, over-controlling, OR instances of extreme child misbehavior, such as biting, hitting, etc.)
) the monarch butterfly Reading Behavior Recording Mark Score Accurate Reading Correct / no error Substitution Omission of word Insertion of word Rereads a word, sentence or phrase Child says
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