The selections used for the lesson were appropriate for students of this ability and grade level.
The reading materials represented authentic types (literary, informational, persuasive, practical workplace) of texts.
Reading materials and tasks reflected sensitivity to the diverse learning needs of the students.
The independent work was of the appropriate amount and type for the students and instructional goals.
Homework was assigned either for the purpose of practicing content, skills, or processes with a high degree of familiarity or for the purpose of preparing students for new content or elaboration.
The teacher systematically provided opportunities for students to take notes and time for students to review, revise, and add more to their notes.
Independent work contained open-ended questions that enhanced and extended the studentsí understanding of the selection.
The students identified similarities and differences through comparisons, classifications, metaphors, or analogies.
The students engaged in various modes of reading during the lesson (e.g., silent, oral, guided, shared).
The teacher provided opportunities for the students to read for enjoyment.
Students were prompted to respond personally or creatively to the reading material.
The teacher provided a balance of teacher-initiated and student-initiated activities.
Reading materials and tasks were organized around themes when appropriate.
Models of reflective, transactive, personal expressive, or literary writing were used.