Segment 1 – Shared Reading
How does this activity engage students who are
at different levels of literacy development?
The essential components that are addressed
are: phonological awareness, word identification/phonics, vocabulary/concepts
and fluency/automaticity. The essential components allows the students who have
least experience reading to become familiar with the vocabulary in terms of the
sound letters and words make especially when joined together. They also help
those students to master fluency with the words. For the students who are more
experienced readers, the essential components allow for reinforcement of
vocabulary in terms of the different ways in which words and letters can be
used to form other words as well as fluency with vocabulary.
During her explicit phonics lesson, how does
Ms. Perez support students' problem-solving skills?
During her explicit phonics lesson, Ms. Perez
supports student’s problem-solving skills by introducing vowels in a systematic
way. Having a word wall which introduces spelling patterns and rhymes. Associating
vowel sounds with a specific word that will help them with the sound of the
vowel.
Based on what you saw in the video, what are
the different ways that shared reading can be used to promote literacy?
To promote literacy, Ms. Perez used what is
called writing extension, which challenges the students to come up with
relevant words to complete their sentences. She also used sound sequencing,
sorting pictures by rhymes as well as a making words activity all of which
helps to do enhance the students’ vocabulary in different ways.
Segment 2 - Guided Reading
Why does she think it's important for students
to verbalize their strategies? What else do you notice about how she helps
students build meaning in text?
By verbalizing the strategies, Ms. Perez
believes it helps her students internalize those problem-solving skills and so
helps them to master their vocabulary as well as their ability to problem solve
harder words. Another way Ms. Perez helps students build meaning in text is by
repeatedly questioning them about the different words in the story and by doing
so, they are able to make meaningful connections.
Segment 3 – Differentiated Instruction
How does Ms. Perez organize her classroom to
support a wide range of learners?
Ms. Perez organizes her classroom into groups
of students depending on their current reading and learning level. By doing
this, she is able float around the classroom while conducting informal assessments
to see what the progress of her students as well as what the skills they need
to be developing.
How are reading and writing connected in
classroom activities?
As the students enhance their reading skills,
they are able to become more proficient writers especially as they are exposed to
different books headlining different topics.
Segment 4 – Assessment
How does Ms. Perez use ongoing individual
assessment to guide her instruction? How can the class profile be used to help
group students and differentiate instruction?
The data collected from the assessment
determines Ms. Perez’ instructional decisions, basically, what she will be teaching
and how she will be teaching.
The class profile or the data rather guides Ms.
Perez’ instructional decisions by helping her determine what skills each group
of students need to working on as well as what activity or instruction she
should employ to cultivate said skills.
How can ongoing assessment be integrated into
your own classroom practice?
By replicating what Ms. Perez did, which was to
repeatedly refer to the ongoing assessment at key points during the school term.
By doing this I will be able to keep up to date with each student individually as
well as group-wise. As I do this, I will be able to determine what activities
and instructional decisions to incorporate in my classroom.
