Best Practices Video Reflection -Phonemes Linked to Letters
At the beginning of the lesson on identifying the phonemes associated with each letter in a word, the teacher provides all students with Elkonin boxes, manipulatives, and letter tiles to demonstrate the activity. The phonemes activity involves blending and segmenting sounds of letters in words. The teacher first introduced what phonemes are. Phonemes are individual sounds linked to letters in a word (Foorman et al., 2016, p. 14). The teacher provides a chronological step of how the students will undertake the activity. First, the students have to say the word, hold a figure for each sound they hear, and then touch and move the chip for each sound in the word to the Elkonin box. The students will further touch each chip representing individual sounds in the work, and lastly, they will read the word, tracking the phonemes with their figures. The teacher instructs the students to look, and she demonstrates how to break the sounds in the first example, “saw.” The teacher later gave the students examples to demonstrate the activity (Andrews, 2016).
The teacher later tells the students that they will engage in the same activity using letter magnets. The teacher gives the students letter tiles. She demonstrates to the students how to carry out the activity using the word “mop” as an example. She also gives the students the steps to follow, including saying the word first, holding a figure for each sound in the word, putting the letter tile that represents each sound in the Elkonin box, and touching the sound with the figure as they alter it. Finally, the students are required to read the word (Andrews, 2016). Throughout the class activity, the students respond to the teacher’s instructions accordingly, which helps them implement the learning activities. Do you need help with your assignment?
References
Andrews, M. N. (Director). (2016). Video 15: Phonemes linked to letters [Video]. YouTube. https://www.youtube.com/watch?v=6wjU03hjOvs
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., … & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator’s Practice Guide. NCEE 2016-4008. What Works Clearinghouse.
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Question 
Video Reflection Worksheet:
Inferential Language, Read Aloud and Discussion, Grade 3
Identify examples of the teacher modeling how to provide reasonable answers that fully address a question and illustrate critical thinking.
Best Practices Video Reflection -Phonemes Linked to Letters
Identify an example of how the teacher drew more information from a student who provided a limited response to the teacher’s prompt.
Identify examples of the teacher providing open-ended discussion prompts.