Video Reflection 2
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Capital University *
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243
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English
Date
Apr 3, 2024
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docx
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4
Uploaded by kmoore20
1
Video Reflection Capital University
Education 243
2
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Video Reflection
There are 5 pillars a teacher should follow when they are effectively teaching students to
read: phonic awareness, phonics, fluency, vocabulary, and comprehension. They support each other and if a student can master all of these, they are fluent readers. After watching the two YouTube videos Children Literacy Initiative and Literacy How
we were able to observe some dos and don’ts of effectively teaching reading. Basic Information
Being able to identify and decipher words appropriately is the accuracy of reading. Sometimes there are situations when students struggle to understand the five components of reading and need a little extra help and that is when a small group(intervention) and one-on-one
comes into play and each group depends on the needs of the learner. Learners who acquire knowledge in small groups participate actively in what they learn, are allowed to ask questions, and help one another at a pace that they are comfortable with. Depending on what the student is having trouble with will determine the lesson plan and the length of the lesson. Instructional Setting
In video 1 the teacher had a small group of 3 students inside the class while the other kids were doing other things. Small groups are common when you have students who are close to having the same struggles with reading. In video 2 there was the teacher and just one student
which is one-on-one, and they were by themselves in the room. According to the videos that were given each lesson approximately took about 12 minutes. When a student is given explicit instruction, they should be able to apply the strategies they are taught when they are independently reading.
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Reading Lesson
In video 1 the teacher seemed to be going over comprehension. “Comprehension strategy instruction aims to help students become active readers in control of their own comprehension” (Pressley et al., 2018). She announced the purpose of them being at the table, read aloud the book My Monster Friends
, then went onto individual conference while the other students were still at the table with each other. When a student is reading something out of their
range the read loud will provide them with hearing complex text they are not used to. In this video the teacher seemed to not know what she wanted to do and really couldn’t keep the students’ attention because of this. It was hard to see what she was aiming for.
Phonics, comprehension, vocabulary, and constructive feedback were all given in video 2 video. The teacher had a more planned-out approach to the lesson. The teacher taught letter-
sound correspondence by asking the student what the name of the letter was and then what sound does it make, and this teaches the student to put together the sounds to a letter or letters regardless of anything. Video 2 starts out with letter sound recognition, and this is because they can be taught together so they will put the two together regardless. Phonics is what helps students match the sounds to a letter or letters. When teaching phonics, the level of intrusion changes the more the skills are learned. Conclusion
According to the National Reading Panel a good teacher preparation can result in the delivery of instruction that leads to improvements in students reading comprehension (NRP,2000). When a teacher is not effectively teaching there is a chance there will be a lack of motivation and also poor habits can develop and this is something we do not want to happen, especially in struggling readers.
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References
National reading panel - reports of the subgroups - NICHD
. National Reading Panel Publications. (2000). https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/
Documents/ch4.pdf
Pressley, M., & El-Dinary, P. B. (2018). Comprehension. In Teaching Reading Sourcebook
(3rd ed., pp. 614). essay, Core Literacy Library.