Use an observational checklist when observing students during small-group or station time, whole-group discussions, transitions, community times, (recess, lunch, arrival/dismissal, breaks) or during other parts of the day. The observation checklist might include the following:

• The student works well with others in partners and in group work.
• The student takes turns during group discussions and actively listens to others when they speak.
• The student takes turns during games or during transitional activities (lining up, using the restroom, etc.) and has the appropriate problem-solving skills to adjust as necessary.
• The student gives appropriate responses to others when replying in a discussion.
• The student listens to others before responding to them.
• The student is able to contribute to the discussion by offering appropriate responses or ideas, asking appropriate questions, and responding to other’s questions appropriately.
• The student is able to listen to the ideas of others and build on the ideas of others by extending the thoughts and contributions of peers and adding more complexity or making further connections.

This type of observational checklist may include a scale. For example, the student may receive a + for consistently, a * for inconsistently, or a - for never.