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Video Reflection

Video Reflection

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Published by lkohlert

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Published by: lkohlert on Apr 14, 2010
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Lindsay Kaye OhlertCI 5699 Video Observation, Fall 2009Page 1 of 9
Part One: Lesson PlanLesson Plan Template
Name: Lindsay Kaye Ohlert Date: 12/07/09Grade/Level: 2
grade “intervention”
Language: English/ESLSchool and Cooperating Teacher: Phalen Lake Elementary, Molly Jackson
Objectives (Students will…)
 Language/Content ObjectivesStudents will recognize and combine previously taught short vowel sounds, long vowelsounds, and high-frequency consonants to form words. Students will recognize somewritten consonant digraphs that represent single phonemes (ck, th, sh). Students willindentify multiple ways of orthographically representing the /k/ phoneme.Other Objectives (Learning Strategy, Social, Metacognitive, etc.)Students will engage in active listening. Students will take turns, and respectfully correct
one another’s work.
 For 25 minutes each day, all students are pulled out to receive intensive instruction designedto reduce/eliminate educational deficits. The current intervention focus for all 2
graders isphonics. Students are divided into groups by ability level and need; this group is made upof 12 of the students with the lowest scores on a recent phonics inventory. Most of thestudents are non-newcomer ELLs, with Hmong, Lao or Spanish as their native languages; afew have learning disabilities. These students have been attending daily phonicsintervention for approximately three weeks.
Lesson Materials
Lesson 13 chartLesson 13 workbook pagePencilsDry erase board and markers
Time Frame Objective(s) TargetedTeacher utters individual phonemes (eg. /s/ - /t/ - /a/ - /p/). Students listen, trying to blend the
 phonemes into actual words (eg. “stop”),
indicating with a thumbs-
up when they’ve
figured it out. Teacher calls on one of thestudents to tell what word was made, then writesthe word on the board, divided into phonemes.Repeat with
“play,” “frame,” “place,” and
5 min Recognizing andcombining phonemes
Lindsay Kaye OhlertCI 5699 Video Observation, Fall 2009Page 2 of 9
. When relevant, the teacher reminds
students of the “silent e” rule when writing the
During activities:
Description Time Frame Objective(s) TargetedTeacher
writes the “th” digraph on the board,
and tells students what sound it makes. Studentsrepeat the sound several times. Teacher asksstudents what other letter combinations theyknow that make a single
sound (“ck,” “sh,”“ch”
). Students identi
fy which “write, soundand say”
words from the chart contain /th/, andcopy them down on their ch. 13 workbook sheets, underlining the digraph.5 min Recognizing digraphsStudents brainstorm other words that contain /th/. Teacher records these words on the board.3 min Recognizing digraphs
Post Activities:
Description Time Frame Objective(s) Targeted
In partners, students take turns reading the “readthe story”
passage from their workbook page.They circle all instances of the /k/ phoneme.After all pairs have finished, the teacher goesthrough the instances of /k/ with the group,keeping a record on the board of all the differentways of writing /k/ from the p
assage (“k,” “ck,”“c,” “q,” “x”)
 12 minutes Multiplerepresentations of the /k/ phoneme
Students mark all /k/, /sh/ and /th/ in the “readcarefully” columns of the workbook page
if they
finish the “read the story” activity before the rest
of the class is ready to correct it.Sponge Recognizing digraphs
Informal: teacher monitoring of student performance on workbook activitiesFormal: post-test phonics inventory to be conducted next week 
Reflection/additional comments
This is a mandated Mondo lesson
the scope and sequence is predetermined (i.e., I didn’t
choose the content, nor the order in which the content is being taught, and I have limitedoptions for activities).
Lindsay Kaye OhlertCI 5699 Video Observation, Fall 2009Page 3 of 9
Part Two: Video Reaction
Watching oneself from the outside is always so odd. My first impression is that I speak and gesture much more theatrically than I thought
I don’t
generally think of myself as aparticularly
animated person. So I’m not
sure whether the students are paying attention because
they’re actively engaged in the content, or if they’re paying attention because the teacher is
weird.That said, they
paying attention, which is good to see, and they look happy to bedoing so. A couple of the kids seated close to the camera occasionally turn to peek at it, but
other than that, everyone’s eyes are on either me, the board, classmates who’ve been called on,
or their assignments almost the entire time, and their body language indicates attention
they’releaning forward, and their faces register reactions to what’s going on, and they’re respondingusing the kinesthetic cues we habitually use in class (e.g. “thumbs up as soon as you figure outthe answer”
). Considering how hard it is to consistently keep 2
graders on task, particularly on
tasks like phonics activities that, quite honestly, don’t have much inherent interest, I am very
pleased to see this. A recent standardized benchmark indicated that this group has made greatstrides in their phonemic awareness and ability to decode, and I think that is probably partlyattributable to their attentiveness
they’re attentive enough that we don’
t waste much time onoff-
task behavior, so there’s not much lost instructional time.
 One worrisome thing I noticed when watching the video is that one of the studentsappears to be taking most of his cues for how to respond from his classmates. When the students
respond chorally, he’s almost always a beat behind; when they respond kinesthetica
lly, he oftenglances at his neighbors and mimics their actions. It occurs to me that this is probably inflatingmy estimation of both his English proficiency and his comprehension of the material being

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