Remote, Synchronous Instruction - Amplify CKLA Observation Tracker
Teacher Guide and primary
student materials (Student
Readers, Activity Books, etc.) are
utilized and projected, when
applicable.
Students have access to primary
student materials (hard copy or
digital access), if applicable.
Ancillary components,
teacher and student
materials, are correctly
utilized and projected/shared.
Students have access to
ancillary components (hard
copy or digital).
Instructional resources are easily
accessible and viewable for students.
Lessons are quick paced allowing for all
segments of the lesson to be instructed.
Students participate and respond using
multiple options for real-time
conversations, quick responses, and
questions.
Engagement strategies listed in
program are adapted for a remote
setting.
Tools and systems are in place to
monitor student participation.
Lesson segments are intentionally
shortened or split over two days.
Daily instruction adheres to the
order outlined in the lesson, even
if lesson segments are
deprioritized or timing adjusted.
Instruction aligns to the sounds-first
approach.
Sounds are accurately and
consistently articulated.
Recorded Read-Alouds are
assigned (4 days) and teacher-led
instruction reviews recorded
Read-Alouds (1 day).
3-5 Integrated:
Instruction aligns to grade-level
standards.
Instruction prioritizes Reading,
Writing, and additional lesson
segments necessary for
background knowledge.
Grade 3: Pre-recorded Speaking
& Listening Read-Alouds are
assigned (4 days) and teacher-led
instruction focused on content
review (1 day).
*If instructional timing is
adjusted for remote learning:
Instruction aligns to the
Primary Focus Objective(s)
and is clearly communicated
with students.
Students are assigned
practice related to the
Primary Focus Objective(s)
during asynchronous time.
Teacher utilizes sidebars
during instruction to ask
questions or define
vocabulary words.
Teacher-led instruction
focuses on lesson segments
that require explicit
instruction and/or the teacher
to view student responses.
Lesson execution aligns with
the purpose of the lesson
segment.
K-2 Knowledge:
Teacher-led review of
recorded Read-Alouds
(1 day) focuses on key
concepts and vocabulary.
3-5 Integrated:
Lesson execution aligns with
the purpose and content of
the lesson segment.
Teacher administers in-lesson
assessment(s) during instruction.
Teacher adapts assessments (in-lesson,
Benchmark, and Unit) for remote setting.
Teacher administers lesson
assessment(s) utilizing digital tools.
Teacher amends instruction during
lessons based on student responses
to both remediate and extend student
understanding.
Teacher feedback is kind, timely,
aligned to the learning goal, and
shared in email or discussion
platforms.
CKLA instructional time is maximized
due to efficient classroom routines and
procedures.
Remote classroom norms are
established and reviewed periodically.
Lesson resources necessary for
following instruction and completing
tasks are provided/embedded in
materials.
Students adhere to remote classroom
norms.
Teacher adapts student grouping
suggestions outlined in the Lesson at
a Glance.
Clear objectives/learning outcomes
are shared for all lesson segments.
Clear procedures are in place for how
students will retrieve materials and
submit completed work.
*If instructional timing is adjusted for remote
learning:
CKLA instruction begins with Unit 1 and
progresses through the sequence of
outlined units/domains.
*If instructional timing is adjusted for
remote learning:
CKLA or District Pacing Guides are
referenced regularly and Pausing
Point days/timing are adjusted or
eliminated if more than ten lessons
behind.
CKLA instructional materials are visible
during instruction.
CKLA instructional materials are
adapted for a remote setting.
*If instructional timing is adjusted for
remote learning:
Weekly teacher-led instruction is
focused on key lesson segments.
School:__________________ Teacher:_____________________ Grade-Level: ______ Date: ____________ Unit/Lesson: _________________________ Duration: ___________
