Video Reflection – Letter-Sounds
Ms. Anjum Ahmed guides the students through the letter-sounds lesson. Throughout the learning activities, the teacher gives instructions on how to articulate each concept, making the learning more effective. The teacher instructs the students to be quiet as she demonstrates the significance of the pig image on the whiteboard to help them recall the /p/ sound. The teacher uses a sample memorable picture of a pig to help the students recall the letter of the alphabet (Foorman et al., 2016, p. 19). The teacher illustrates how to make the /p/ sound and asks the students to try it out. Some of the students make loud sounds, which contradict the directions given by the teacher. In response, the teacher instructs the students to place the hand on their throat as they pronounce the sound without removing the hand, which helps them make a soft sound. When the student continues making the /p/ as she presents other letters, she instructs the students to stop. The teacher instructs the students to look at the whiteboard to make the sound of the letter she points to. When the students give the name of the letter ‘p,’ the teacher rectifies that immediately by asking the students to use the sound /p/ instead (REL Program, 2016). Need help with your assignment ? Reach out to us. We offer excellent services.
The teacher then engages the students in a writing activity, where the students write the sounds in the words instructed on their mini-whiteboards. Teacher Anjum demonstrates with her fingers the number of sounds in each one. She walks around the classroom, checking how the students are writing. The teacher finds a student stuck in writing the word “mad.’ She guides him in identifying the sounds in the word as he writes it on his board (REL Program, 2016). The teacher’s instruction and feedback on students’ responses make the learning more effective, helping the students to grasp and understand the concepts taught. By the end of the lesson, all the students are at the same level, as demonstrated by their ability to write the correct spelling of words based on the sounds that make them.
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. (Director). (2016). Video 17: Letter-sounds [Motion Picture]. Retrieved from https://www.youtube.com/watch?v=K4XEDJIugxM
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Question 
After reading What Works Clearinghouse: Practice Guide for Foundational Skills to Support Reading for Understanding in Kinder Through 3rd Grade, pages 18-21, watch the following video on letter sounds.
Video Reflection – Letter-Sounds
To read the 18-21 pages, you can click the WWC Practice Guide link.
Before watching the following video, print and record your notes on the corresponding worksheet that can be printed from the Best Practices Video Reflections page.
Watch the video:
Links to an external site.
Post your responses to the following:
Identify examples of the teacher providing instruction and feedback to support students learning letter-sound relationships.
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