Video Reflection

Week 2
1. John will understand that reading can be valuable even for children for entertainment and learning.
John will also gain confidence in his own reading skills. This will result in an overall MRP score of
80% by December.
2. John will be able to identify words out at an instructional 2nd grade level on the San Diego Quick
assessment by December
3. John will reach independent first grade reading level reading words in context on the QRI by
4. John will improve his reading rate to 45 WPM on first grade texts CORE assessments by December
5. John will improve in spelling vowel digraphs and igh/ough word teams, reflected by a move to “late
within word pattern” on the Words Their Way spelling inventory.
6. John will write a 3 sentence paragraph without help. Each sentence will contain an

independent clause. All sentences will be on topic, and will not repeat ideas. The paragraph
will be legible.
Background of the student: John is a second grade student who attends a private Christian school. He
has two older siblings, a sister and a brother, who both enjoy reading and have always read above grade
level. John is the only child in his family who struggles with reading. Though John has been well behind
his classmates in reading skills since kindergarten, he did seem to make some strides in his first grade
year, catching up in decoding (phonics skills) and comprehension. He is still behind in fluency and
writing. While his teacher from last year indicated on the classroom report that he was only one year
behind his classmates in these areas, I later learned that she was under the impression that the form
was going back to John’s mom and was not as honestly critical as she would have otherwise been. My
initial assessments indicate that John’s fluency and writing skills are at the primer level. The initial
assessments also indicate a weakness identifying and spelling words with vowel digraphs and –igh/-ough
John has always been above grade level in oral language, which was evident also by the CORE
vocabulary assessment I gave him on which he scored independent at a 3rd grade level. As his classroom
report indicated, John also has strong comprehension skills despite his low fluency scores. He has the
advantage of being part of a family that often travels and has exposed him to various cultures and
experiences. His rich background knowledge seems to play a role in helping him to comprehend texts,
though his reading is so labored. John has never had behavioral problems in school, though he is easily
distracted when completing less desirable tasks (like those involved with language arts). He sees himself
as an okay reader, but he believes his friends are much better readers. Though he knows reading is
important for adults, he does not yet see the value of reading for kids except as it helps them later in

Week 2:

What did he learn before this lesson?
In the previous week, John practiced writing legibly, and writing in complete sentences with periods to
separate ideas. However, this video portion focuses on our goal to build fluency. In this area, we have
previously practiced multiple poems together with a focus on prosody and reading the words as they are
written (John has a habit of substituting or adding words that are not on the page).
Video lesson/ focus
Objective: John will gain exposure to new words and improve his reading rate through repeated readings. He will
work towards automatically identifying words in context.

Description of activities in the video:
I took him to a poem called “English is a pain” which pokes fun at the frustrating nature of homophones.
It seemed like a good opportunity to not only practice a new reading and explore new words, but to also
recognize how the same sound can be made multiple ways. It was also a good chance for more exposure
to vowel digraphs and –gh words. I read the poem first. John was reluctant to read it after me, so I asked
him to read just the first two stanzas. The first reading was slow, and we stopped to explain the
differences in the word meanings. The second reading was faster, but both lacked prosody, so I asked
him to focus on this. I asked what he thought the writer might be feeling, and he indicated frustration
with an exasperated sigh. The third reading still had a little stumbling, but much better prosody.
Questions for Reflection
1. Was the objective met? What evidence from your video demonstrates this? If not, what would
you do differently?
John certainly met the objective of gaining exposure to new words. We were able to discuss new
vocabulary when he came across a homophone he had never before heard or recognized as
having a different meaning from the known version of that homophone. For example, when I
first read the poem to him, he asked about the word “pane”. He knew the word “pain” but did
not know there was any other word that sounded the same. This happened several times, and it
was a good opportunity for some exposure to new vocabulary.
2. Identify areas of teacher talk that scaffolded, extended, or redirected the student response.
When John began to struggle less with the words, I redirected his attention to his expression. I
guided him with an implicit comprehension question about what the writer of the poem was
feeling. Though he didn’t have the word to express it, John showed that the writer felt
exasperated. I asked him to let that feeling come out in his reading, which he did. Though the
video clip shows only a moment of that, he did consistently well with tone and expression
throughout the portion of the poem I had him read.
3. What is a possible alternative approach/strategy for follow-up?
While John’s rate did improve, he was still struggling with reading all of the words automatically
as he saw them. I will need to follow up by having him go through these specific words in the
next lesson, and then letting him read the poem again to see if there is improvement.
4. If you were acting in a coaching role- what question/s would you have for the teacher (you)?

I would want to know why the teacher would choose some of these poems that contain
vocabulary that seems a little too advanced for a second grader, let alone a struggling reader. I
would respond by saying that John’s pre-assessments showed that he actually excels in
vocabulary. He measured at independent at third grade, and though he may have been able to
go further, I stopped assessing when I saw there was no need for intervention. And though
vocabulary is not part of the intervention goals, I want to help John, who is gifted in this area,
continue to extend his knowledge and grow. I also believe it is important for struggling readers
to understand what a homophone is so that they are less confused when they do come across
them in reading. Currently, comprehension is not a particular problem for John. I want him to
continue to do well in this area, and a homophone that can be decoded but misinterpreted can
throw off comprehension, as I saw in one of John’s pre-assessments.
5. What is a key learning you achieved from this teaching episode?
Though I do think the poem I chose for Johnny has benefits that made it worthwhile, what was
very funny to me was not very funny or interesting for John. I looked at this poem as an English
teacher instead of as a seven year old boy. How is he supposed to get the humor before he even
knows what a homophone is or what most of them on the page mean? In retrospect, though I
would not give up this poem and its benefits, I would have pre-taught these homophones so
that the poem would be more enjoyable.