Ms. Perez Class

How does this activity engage students who are at different levels of literacy development?  During her explicit phonics lesson, how does Ms. Perez support students' problem-solving skills?  Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy?

• A read aloud engages all students to read at different literacy levels and have support while reading. The poem was kid friendly, and it was relatable to the students in the classroom. The sight words students sounded out was familiar to them, and it helped with the fluency in the reading.  During Ms. Perez explicit phonics lesson, she scaffold the questions to help students sound out the words. She already identified misconceptions in the lesson to help guide students that may of needed extra help. For example, when the male student confused the pronunciation of dot with bot she guided the student with the correction pronunciation and helped him identify his mistake by confusing the b sound with the d sound. 

 Why does she think it's important for students to verbalize their strategies? What else do you notice about how she helps students build meaning in text?

• Ms. Perez thinks it is important for student to verbalize their strategies because the more they verbalize, the more it gets internalized. Then students start to verbalize the skills they used.  I noticed many different strategies in her guided reading block to help students that are reading below proficient enhance their fluency. 
• Ms. Perez used a card to cover parts of the words to help students break the sounds apart. She found smaller words within the bigger word to help students sound the way. She used post it to cover words within a sentence. She used the cueing system for students to think what makes sense in the missing space. It build the student's comprehension and phonological awareness. 

  How does Ms. Perez organize her classroom to support a wide range of learners?  How are reading and writing connected in classroom activities?

The students were broken into groups on the same reading level. Each station had a different activity.
•    Some students worked on site words
•    Some students read independently and took notes
•    Some students used the computers
•    Some students worked with the student teacher

• Reading and writing are connected in her classroom  by allowing students to take notes while they read and answer questions while they are reading independently.  Additionally, reading and sounding out words helps students become a better writer.  Students must be exposed to the phonics and multiple texts to become successful in both content areas.

How does Ms. Perez use ongoing individual assessment to guide her instruction? How can the class profile be used to help group students and differentiate instruction? How can ongoing assessment be integrated into your own classroom practice?

• The class profile can be used to group students into same level reading groups. Additionally, the teacher can track the progress of each student in the reading groups to determine how to differentiate her instruction. For example:
• Students reading below grade level can work with the student teacher in the video to practice sight words
• Students reading on grade level can  partner read. 
•   Students reading above grade level can partner read and answer comprehension questions independently.