Video Reflection Guide

Please view each video included in Module 2: Week 7 and capture your
thoughts about each video. What did you learn? How does it relate to your
classroom? How will it assist with your action research?

How to be a Good Observing another teacher carefully will highlight how he or she chooses and
Reading Teacher implements classroom dynamics management strategies which may reflect
http:// differentiation instructional strategies. Demonstrating elements of the classroom
strategies and behaviors can exhibit how teachers guide the classroom into a
www.youtube.com
comfortable atmosphere, thereby facilitating a platform for effective learning. The
/watch? teacher might concentrate on preparing the students for reading lessons. Once can
v=WJr75lVTpB8 notice some of the differentiated instructional strategies the teacher blends and
tactfully and skillfully put into effect thereby shaping the atmosphere of the classroom.
Assessing Teachers should vary assessment strategies for students to demonstrate what they have
Reading Skills learned, assess their deficiencies, guide instructional decisions, and to focus on
http:// learning goals for the students. The teacher can use assessment results to set students
www.youtube.com with personal goals and relate them to the material being taught. The teacher can use
/watch? comprehension assessments by asking student questions about a particular assignment
and providing feedback accordingly. By doing this, the student and teacher can focus
v=tDZlUXUwRY
on personalized learning goals.
k

Helping An effective strategy with struggling readers is the Response to Intervention (MTSS
Struggling PS/RtI) Tier 3 (intensive) intervention to work with individual students. Typically, this
Readers intervention consists of working with the student to provide intensive lessons. The
http:// lesson might consist of having the student cut letters. Teachers will then ask the
www.youtube.com students to pick up the letter and hand it back to the teacher. Teachers can sound out
/watch? short-words and ask students to pick up the letter and attempt to form the words.
Teachers can also have students complete a tracing letter worksheet including both
v=McVyqP4N-5Y
short and long vowels.
Text The reciprocal method is an instructional strategy design for reading comprehension.
Comprehension The strategy involves posing questions, engaging in a dialogue with the students,
http:// summarizing and other reading elements. The method will encompass teaching literacy
www.youtube.com through listening, speaking, reading, and dialogue. Comprehension and learning gains
/watch? can be possible as a result of reciprocal method, direct instruction, making connections
from text to manipulatives, direct instruction, and discussions.
v=rbnwBVrJVdY

Helping One possible misconception about reading programs is that students may believe
Struggling they’ll need a strong literary background to be able to understand the text and make
Readers: Reading personal connection with the reading material. Teachers can address this
for Life misconception before starting the actual lesson. For instance, teachers can develop a
http:// mini lesson to get students engage with the reading material using samples of ordinary
www.youtube.com people, businesses and organizations, and other aspects not having anything to do with
/watch? with the academic domain and more relatable to real life experiences.
v=5vc1lMoJFjg

Strategies for After the instruction/explanation session of the lesson, teachers can have students in
Teaching pairs, and in groups such as cooperative learning. During this process the teacher can
Reading: also provide scaffolding to the students. The students can read together and to one
Thinking Partners another. This is an opportunity for students of all levels to practice comprehension as
http:// well. As the students read to one another and discuss the material, the teacher can
www.youtube.com circulate around the room and monitor for accuracy and comprehension. At the same
 time, reading for them as they listen, the teacher can incorporate the reciprocal Method
/watch?
(strategy) of teaching to engage in dialogue with the students, infer, pose questions,
v=qYoeVkf3s7E and summarize the information.

Teachers should point out to students how good readers normally generate questions
Comprehending about the text ask questions for clarifications, and seek further explanations needed
Content about the topics and text under discussion. Skill readers normally ask questions about a
http:// piece of text before delving into it. While reading the text, students should use the five
www.youtube.com "Ws" to ask what, why, who, where, and what if? Teachers should have students
/watch?v=Zfts- decipher what is the author trying to tell in a particular passage. For students that
3KOicw struggle with vocabulary words, and as an extension, comprehension, they should
make it habit to use glossaries and beginner's dictionaries, both print and digital, to
determine or clarify the meaning of words and phrases they don't understand.
The application of analysis and re-reading to literary complexities that promote
Teaching Tips
understanding of the text’s objectives requires the reader to use a systemic
from Kylene:
Rereading
method for comprehending and outlining the elements/parts of the text.
http:// Struggling readers may exhibit limitation of discernment in literature
www.youtube.com comprehension characterized by reading component challenges as they attempt
to gain valuable insight, learning, and improve their comprehension skills. The
/watch?
struggling students’ experiences with reading rarely translates into
v=1E5lbkX5NDg
opportunities for transitioning to better reading skills unless a teacher provides
support on how to master reading and accompanying comprehension skills.
Teaching Tip: When students use graphic organizers, they can use the visual tool to organize their
Graphic thinking and understand the sequence of ideas and concepts while being able to see the
Organizers whole picture. The learning visual tool can assist students in remembering concepts
http:// better and relate them to diagrams to help them construct ideas better. Using a graphic
organizer, students can develop their comprehension skills and establish problems in
www.youtube.com
the text and corresponding solutions. In other words, students can show cause and
/watch?v=- effect, contrast concepts, and devise specific learning goals. Graphic organizers can
k7Yuo4uMhw also aid students in deciphering overlapping ideas while organizing and planning for
information.
 Let’s Get Boys
According to Dr. Wilhelm, some problems with boys' literacy are rooted in
Reading and school systems and how boys socialize in relationships with teachers. Some
Writing boys might struggle even more as they are punished for misbehaving, which
https:// removes them from the classroom and creates a gap in their learning gains.
www.google.com/
search?q=Let Removing boys from school might disengage them entirely from the academic
%E2%80%99s+G experience, making them have a significant negative outcome. Getting boys to
et+Boys+Reading increase their literacy skills can be even more problematic if students are
+and+Writing+vi diagnosed with learning disabilities. As can be inferred from Dr. Wilhelm's
deo&rlz=1C1GCE
U_enUS853US853 discussion, boys lack role models in the classroom, disengaging them from
&oq=Let having an academic orientation, and developing a positive outlook in the
%E2%80%99s+G education environment. Furthermore, some male students may lack the capacity
et+Boys+Reading to seek academic help when needed as they feel a disconnect with the teachers
+and+Writing+vi
deo&aqs=chrome. in the classroom. Because of all the challenges boys face with literacy, they
.69i57.3372j0j7&s might not develop the adequacy to gain the academic skills necessary to be
ourceid=chrome& successful in other scholarly domains such as higher education. Worse yet, the
ie=UTF- boys may need help to complete and finish school. For these reasons, teachers
8#fpstate=ive&vld
=cid:a62691c0,vid must focus on boys in the classroom while providing them with the necessary
:83i-gdma- resources to succeed. The work of assisting boys in education should not only
CM,st:179 be the effort of teachers but should include administrators, counselors, and
other school stakeholders.