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52. Considering formal and informal
professional development opportunities
you had in reading/language arts this year,
how much time and effort did you devote
to the following? Mark (X) EACH item.
nalyzing or studying reading/language arts
curriculum materials
Improving my skills at doing miscue analysis
Improving my skills at designing
reading/language arts tasks for my students
Improving my knowledge of phonetics
Improving my knowledge of guided reading
strategies that help students use context
clues
Improving my knowledge of the writing
process
Extending my knowledge about different ways
to help students blend and segment sounds
Extending my knowledge about different
reading comprehension strategies such as
KWL or reciprocal teaching
54. This school year, how often did the following
things occur? Mark (X) EACH item.
I watched another teacher model instruction
Another teacher observed me teach and gave me
feedback
I watched another teacher teach and gave him or her
feedback
Never
1-2
times
More than
10 times
3-5
times
6-10
times
53. This school year, how often did you work with
other faculty or staff on the following?
Mark (X) EACH item.
Clarifying standards for student learning through in-depth
discussion and analysis of students' classroom work
Developing thematic units or other approaches to
integrating instruction across curricular areas
Examining or changing the scope or sequence of the
coverage of specific curricular topics
Examining the alignment of curricular materials and
student assessments at this school
Learning how to set up and use particular instructional
grouping strategies (e.g., cooperative grouping, multi-age
grouping)
Never
1-2
times
More than
10 times
3-5
times
6-10
times
20. This year, how often did the students in
your target reading class work on the
following areas in written composition?
Mark (X) EACH item.
Editing the capitalization, punctuation, or
spelling of their own writing
Never
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Editing the word use, grammar, or
syntax of their own writing
Revising their writing by elaborating and
extending what they wrote
Revising their writing by reorganizing
or refining what they wrote
19. This year, how often did the students in
your target reading class demonstrate
comprehension in the following ways?
Mark (X) EACH item.
Wrote brief answers to questions
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Wrote extensive answers to questions
Did a think-aloud or explained how they
applied a skill or strateg
Worked on a written literature extension
project
18. How often were the following
comprehension topics a primary focus of
instruction for your target reading class
this year? Mark (X) EACH item.
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Activating prior knowledge or making
personal connections to text
Making predictions, previewing, or
surveying text
Students generating their own questions
Examining literary techniques
Identifying the author's purpose
Using concept maps, story maps, or text
structure frames
Answering questions that have answers
directly stated in the text
nswering questions that require
inferences
Summarizing important or critical details
2 3 4 5 6
A great
deal
None
Did not
teach this
subject
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