User's Guide to the Early Language and Literacy Classroom Observation Tool, K-3 (ELLCO K-3), Research Edition
Special Education
The comprehensive user's guide to the updated edition of the highly successful tool that strengthens the classroom environment and improves childhood literacy and language development
69483 978-1-55766-948-3
2008 104
Available Stock

SAVE when you order the ELLCO K–3 User's Guide and ELLCO K–3 Tool together!

Trusted by schools across the country, ELLCO helps build better literacy programs by assessing the quality of both the classroom environment and teachers' practices. With ELLCO, educators reliably gather the essential data needed for professional development and program improvement that lead to better literacy outcomes for young children. These two NEW editions of ELLCO are even better because they're

  • Age-specific. Assessment is effective and accurate with the new ELLCO editions, designed especially for preschool and early elementary environments. ELLCO Pre-K prompts users to look for preliteracy activities like storybook reading, circle time conversations, and child-originated storywriting, while ELLCO K–3 has been reworked to reflect the evolving literacy skills of K–3 students.
  • Streamlined. Each new edition of ELLCO has just two parts: a classroom observation to gather critical information about 5 key elements of the literacy environment, and a teacher interview, which supplements the observation with educators' firsthand reflections.
  • Easier to administer. Users will get complete information about conducting classroom observations, scoring accurately, and limiting bias. They'll also get helpful descriptors for all 5 levels of the rating scale.
  • Informed by user feedback. The new editions of ELLCO were created using feedback from the education professionals who know the tool best.

With these new editions of the assessment tool thousands trust, preschools and elementary schools will have the information they need to determine the effectiveness of their classroom environments, strengthen the quality of their programs and teaching practices, and improve young children's early literacy outcomes.

Measure 5 key literacy elements:

  • classroom structure
  • curriculum
  • the language environment
  • books and book reading opportunities
  • print and early writing supports

The User's Guide is part of ELLCO, the bestselling classroom observation tool that helps schools assess the quality of literacy practices and supports and give children the best possible start in language and literacy development. Trusted by schools across the country, ELLCO helps educators reliably gather the data needed for professional development and program improvement, leading to better literacy outcomes for young children.

Learn more about ELLCO Pre-K and ELLCO K–3.

About the Authors

  1. Introduction to the ELLCO K–3
    Research Literature Base for the ELLCO K–3
    Key Components of Early Reading
    Key Components of Early Writing
    Organization of the ELLCO K–3
    Underlying Assumptions of the ELLCO K–3
    Who Should Use the ELLCO K–3?
    How Does the ELLCO K–3 Compare with the ELLCO Toolkit, Research Edition?
    Contents of the User’s Guide

  2. Effective Elements of Early Literacy: Kenny’s Story
    Vignette 1: Entering
    Vignette 2: Analyzing the Discovery
    Vignette 3: Reading Group
    Vignette 4: End of the Day

  3. Structure of the ELLCO K–3
    Overall Structure and Levels
    Anchor Statements
    Descriptive Indicators
    Evidence Section
    Teacher Interview

  4. How to Conduct an ELLCO K–3 Observation
    Guidelines for Observing in Classrooms
    Scheduling and Duration of Observations
    Conducting Observations with Professionalism and Respect
    Preparing for the Observation
    Taking Evidence and Rating Items
    Focusing on the Evidence
    Rating Strategies
    Avoiding Bias
    Considering Grade Level and Timing
    The Teacher Interview
    Completing the Score Form

  5. A Review of Sample Items
    Recording Evidence
    Understanding the Rubrics
    From Evidence to Rubric to Rating
    Example 1: Item 8, Discourse Climate
    Example 2: Item 15, Strategies to Build Reading Comprehension
    Example 3: Item 16, Writing Environment

  6. Using the ELLCO K–3 for Professional Development
    Tips for Incorporating the ELLCO K–3 into Language and Literacy Practices
    Step 1: Create a Positive Climate for Teacher Development
    Step 2: Preview the ELLCO K–3 Together
    Step 3: Conduct an Initial Observation
    Step 4: Share Results
    Step 5: Generate Goals
    Beginning Steps Toward Change
    Section I: Classroom Structure (Organization, Contents, Management, Professional Focus)
    Section II: Curriculum (Integration of Language and Literacy, Independence, Diversity)
    Section III: The Language Environment (Discourse Climate, Extended Conversations, Vocabulary)
    Section IV: Books and Reading (Characteristics, Sounds to Print, Fluency, Vocabulary, Comprehension)
    Section V: Print and Writing (Environment, Instruction, Student Writing)

  7. Using the ELLCO K–3 in Research
    Practicing and Calibrating Ratings
    Interrater Reliability
    Recalibration in the Field

  8. Technical Report on the ELLCO Toolkit, Research Edition
    Note for the Reader
    Psychometric Properties of the Literacy Environment Checklist
    Interrater Reliability
    General Statistics
    Reliability Analysis
    Measuring Stability and Change
    Psychometric Properties of the Classroom Observation
    Interrater Reliability
    General Statistics
    Reliability Analysis
    Measuring Stability and Change
    Correlation with Another Widely Used Measure
    Predicting Child Outcomes
    Psychometric Properties of the Literacy Activities Rating
    Interrater Reliability
    General Statistics
    Reliability Analysis
    Measuring Stability and Change
    Correlations Among the ELLCO Toolkit (Research Edition)

Web Sites
Web Resources
Research Articles, Books, and Book Chapters


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: The Midwest Book Review - September 1, 2008
"Offer[s] classroom teachers a fresh approach to developing and promoting the literacy skills of young children."
Betty Bunce, Clinical Professor and Director of Language Acquisition Preschool, Department of Speech Language Hearing, University of Kansas - January 24, 2008
"Captures the essence of good teaching where indirect as well as direct styles of interaction are valued and where children are supported in developing their own knowledge."
Laura Justice, Professor, College of Education and Human Ecology, The Ohio State University - January 24, 2008
"This exemplary resource is a must–have . . . I use it all the time and find the data it provides to be valid and reliable indices of the early childhood classroom environment."
Cynthia Gehrie, Ethnographer, Consultant for Documentation and Professional Development, Early Reading First grant, Northeastern Illinois University - January 24, 2008
"An organizing and validating instrument that helps classrooms to transform into zones of inquiry and conscious communication."
Maurice Sykes, Executive Director, Early Childhood Leadership Institute - January 24, 2008
"The perfect tool . . . for those of us who seek to close the opportunity–to–learn gap during the early learning years."