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Residency Observation Reflection – Blending

Residency Observation Reflection – Blending

I observed teacher Letha Jones in a pre-kindergarten class integrating a letter-sound lesson. The learning activities involved word blending, which helped the students recognize the sounds that make a word. The teacher blended the words using chunking and sounding out. Chunking is a blending form where students read sounds in a word from left to right, adding each subsequent sound to the previous sound before moving to the succeeding sound. On the other hand, sounding out involves reaching each sound in the word independently and later reading through the sounds together (Foorman et al., 2016, p. 23). The teacher provided the students with Elkonin sound boxes, which guided their blending activities. The teacher demonstrated how to blend different examples using the two types of blending. The illustrations provided by the teacher align with what the video depicts. From the video, the word ‘hat’ is blended as /h/ then /a/ and the two sounds are combined to /ha/. Then, the last sound,/t/, is read and blended to /ha/ to make /hat/ using the chunking strategy. The same word is sounded out by reading each sound individually, that is,/h/ /a/ /t/ and the word sounds are read together (REL Program, 2016).

Developing effective blending skills requires supporting an interactive learning environment where the teacher encourages students’ participation and contribution to the learning objectives. In my future classroom, I will support team activities, where the students will work in small groups to integrate the skills taught. To support students who encounter changes in the blending activities, I would foster supplementary lessons to expose the students to more examples related to word blending. Also, I would incorporate differentiated teaching strategies, such as using multisensory teaching practices to foster a conducive learning environment for all students by addressing students’ needs based on their learning styles and preferences.

References

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.

REL Program. [Institute of Education Sciences]. (2016, September 14). Video 21: Blending by chunking; blending by sounding out YouTube. https://www.youtube.com/watch?v=WyEHjrbxHcM

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Question 


Residency Observation Reflection - Blending

Residency Observation Reflection – Blending

Before completing this Residency Observation, you should have already completed the corresponding required readings & video reflections:

What Works Clearinghouse: Practice Guide for Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade pages 22-25
to read these pages, you can click this link to the WWC Practice Guide

Links to an external site.

Video Reflection:
Best Practices Video Reflection #15: Blending by Chunking & Blending by Sounding Out

This week within your residency classroom, I want you to watch for Blending.

If you haven’t printed your Observation Log worksheet yet, go to the Residency Observation Reflections page to do that. You will take the Observation Log worksheet with you to your residency so that you can record notes throughout your time in the classroom.

You may complete these observations in a different week than assigned (due to absences or interruptions within your residency classroom). That is understandable. Due to uncontrolled situations, you may have to complete these observations in a different week than it is assigned. If that occurs, ensure that you have read the Required Readings and viewed/completed the Video Reflections for the corresponding week listed on the course syllabus before completing your Residency Observation. If you’re submitting your Residency Observation within the Discussion Board late (due to these uncontrolled situations), your work will be accepted late – as long as you have communicated your situation with me promptly.

Respond to the following:

1. Identify practices you have observed in a practicum setting that focused on building students’ word blending skills and describe how the observed practices are similar to or different from those reflected in the blending video.

2. Describe what you would do differently in your own future classroom to build students’ blending skills. If you did not observe instruction that focused on building students’ word-blending skills, explain how you could have incorporated the practices for students in need of more support in developing these skills.