User's Guide to the Early Language and Literacy Classroom Observation Tool, K-3 (ELLCO K-3) Book

About the Authors ix

Acknowledgments xi

1 Introduction to the ELLCO K-3 1

Research Literature Base for the ELLCO K-3 2

Key Components of Early Reading 3

Key Components of Early Writing 4

Organization of the ELLCO K-3 5

Underlying Assumptions of the ELLCO K-3 6

Who Should Use the ELLCO K-3? 7

How Does the ELLCO K-3 Compare with the ELLCO Toolkit, Research Edition? 7

Contents of the User's Guide 8

References 9

2 Effective Elements of Early Literacy: Kenny's Story 13

Vignette 1 Entering 14

Vignette 2 Analyzing the Discovery 14

Vignette 3 Reading Group 15

Vignette 4 End of the Day 17

References 18

3 Structure of the ELLCO K-3 19

Overall Structure and Levels 19

Anchor Statements 20

Descriptive Indicators 21

Evidence Section 22

Teacher Interview 23

4 How to Conduct an ELLCO K-3 Observation 25

Guidelines for Observing in Classrooms 25

Scheduling and Duration of Observations 25

Conducting Observations with Professionalism and Respect 26

Preparing for the Observation 26

Taking Evidence and Rating Items 27

Focusing on the Evidence 27

Rating Strategies 27

Avoiding Bias 28

Considering Grade Level and Timing 29

The Teacher Interview 31

Completing the Score Form 31

5 A Review of Sample Items 35

Recording Evidence 35

Understanding the Rubrics 35

From Evidence to Rubric to Rating 39

Example 1 Item 8, Discourse Climate 39

Example 2 Item 15, Strategies to Build Reading Comprehension 42

Example 3 Item 16, Writing Environment 43

6 Using the ELLCO K-3 for Professional Development 47

Tips for Incorporating the ELLCO K-3 into Language and Literacy Practices 48

Step 1 Create a Positive Climate for Teacher Development48

Step 2 Preview the ELLCO K-3 Together 49

Step 3 Conduct an Initial Observation 50

Step 4 Share Results 51

Step 5 Generate Goals 51

Beginning Steps Toward Change 52

Section I Classroom Structure (Organization, Contents, Management, Professional Focus) 52

Section II Curriculum (Integration of Language and Literacy, Independence, Diversity) 53

Section III The Language Environment (Discourse Climate, Extended Conversations, Vocabulary) 54

Section IV Books and Reading (Characteristics, Sounds to Print, Fluency, Vocabulary, Comprehension) 54

Section V Print and Writing (Environment, Instruction, Student Writing) 55

References 56

7 Using the ELLCO K-3 in Research 57

Training 57

Practicing and Calibrating Ratings 58

Interrater Reliability 58

Recalibration in the Field 58

References 59

Technical Report on the ELLCO Toolkit, Research Edition 61

Note for the Reader 61

Psychometric Properties of the Literacy Environment Checklist 63

Interrater Reliability 64

General Statistics 64

Reliability Analysis 65

Measuring Stability and Change 65

Psychometric Properties of the Classroom Observation 66

Interrater Reliability 67

General Statistics 67

Reliability Analysis 68

Measuring Stability and Change 69

Correlation with Another Widely Used Measure 71

Predicting Child Outcomes 71

Psychometric Properties of the Literacy Activities Rating Scale 72

Interrater Reliability 73

General Statistics 73

Reliability Analysis 74

Measuring Stability and Change 74

Correlations Among the ELLCO Toolkit (Research Edition) Measures 75

Addendum 77

References 80

Resources 81

Web Sites 81

Web Resources 85

Research Articles, Books, and Book Chapters 86