Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Link: Teaching Reading: K-2

Hildi Perez's First-Grade Class

Looking Closer

 

Assessment-Driven Instruction

Video Summary

The Teacher and the Class

Analyzing the Video
  Before Viewing
  First Impressions
  Looking Closer
  Summing Up

Making Connections

Selected Resources

Take a second look at Hildi Perez's classroom to deepen your understanding of specific literacy strategies. Use the video images below to locate where to begin viewing.

1

Shared Reading: Video Segment

Ms. Perez at the front of her class.

Find this segment 4 minutes and 33 seconds after the beginning of the video. Watch for 4 minutes and 34 seconds.

At the beginning of the literacy block, students gather together to read an enlarged poem. After reading the poem together, children are invited to comment on what they notice in the text. Then Ms. Perez leads the class in an explicit phonics lesson drawn from the poem.

  • On your Observational Checklist (PDF), note the Essential Components that are addressed during the first part of the shared reading activity. 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?
2

Guided Reading: Video Segment

Find this segment 17 minutes and 14 seconds after the beginning of the video. Watch for 7 minutes and 34 seconds.

Cover of the book 'New Boots'.

In this video segment, Ms. Perez guides a small group of students to use multiple strategies while reading. In particular, she encourages students to make connections and uses "masking," a technique that helps students predict words from the syntax and meaning of the rest of the sentence. She cues students to think for themselves about what strategies to use when reading.

  • 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?
3

Differentiated Instruction: Video Segments

Students.

Find the first segment 11 minutes and 47 seconds after the beginning of the video. Watch for 1 minute. Find the second segment 14 minutes and 19 seconds after the beginning of the video. Watch for 1 minute and 56 seconds.

These two video segments demonstrate how Ms. Perez sets up her classroom to support and extend the learning of all her students. In the first segment, a student teacher works with a student in the "Making Words" activity. In the second video segment, another student describes her independent research on spiders with a classmate.

  • How does Ms. Perez organize her classroom to support a wide range of learners?
  • How are reading and writing connected in classroom activities?
4

Assessment: Video Segment

Find this segment 1 minute and 41 seconds after the beginning of the video. Watch for 2 minutes and 49 seconds.

One of Ms. Perez's students.

In this video segment, Ms. Perez assesses one student's reading skills with a DRA (Developmental Reading Assessment) leveled reader. While listening to the student read, Ms. Perez takes a running record, marking miscues and making notes on comprehension. She then describes her method of charting each student's progress in a class profile with clear benchmarks for different times of the year.

  • 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?

Next > Summing Up

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