Video Reflection – Word-Building
Word-building activity is the last step of learning the alphabet principle. Ms. Rachel Chastain-Gross engages four students in word-building activities with the aid of sound boxes and letter tiles. Word-building involves making different words using the letter tiles by adding, moving, and replacing letters in given word sets (Foorman et al., 2016, p. 20). As the class commenced, teacher Rachel gave the students instructions to follow throughout the class activities. Among the instructions is restating the words for illustration given by the teacher. The students are then required to show, using their fingers, the sounds that make each word. Then, they are to represent the sounds with the letter tiles placed in the sound boxes. After that, the students read the sounds of each read as they point to the letters. Lastly, the students read through the word in the sound boxes by running their fingers through the word (REL Program, 2016).
In the first step, the teacher demonstrates the instructions using an illustration of the word ‘dug.’ Teacher Rachel evaluates whether the students understand the word-building activity by asking the students related questions. For instance, the teacher asked the student for the letter to replace the word ‘dug’ to get “dig.’ The students responded by raising their hands, and the teacher pointed to one of the students at a time to answer. During the activity, the teacher asked the students to build the word ‘rug’ from ‘mugs’ as she watched how the students incorporated the letters (REL Program, 2016). Once the students finished making the word, the teacher engaged the students by asking them the changes they made to arrive at the word. The teacher congratulated the students for their excellent work in integrating the word-building activities. Teachers use Elkonin sound boxes with letter tiles to integrate the word-building activities.
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.
Program, R. (Director). (2016). Video 18: Word-building [Motion Picture]. Retrieved from https://www.youtube.com/watch?v=4Tm2U2zOQ_M
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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 Word-Building.
Video Reflection – Word-Building
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:
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Post your responses to the following:
Identify examples of the teacher providing instruction and feedback to support students’ ability to build words.
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