Word Study and Fluency: Watch the Video

Classroom Excerpts

In this section, you will relate Dr. Paratore's lecture and the reading to teaching practices in classroom excerpts.

Now you will observe word study instruction and practice in five classrooms -- two kindergarten, two first-grade, and one combined first- and second-grade. You will see teachers working with the whole class and with small groups, using classroom charts and texts to promote word study.

Watch the classroom excerpts in two parts -- first, the two kindergarten classrooms, then the first-grade and first- and second-grade classrooms. Use the video images below to locate where to begin viewing.

	Kindergarten Classroom Excerpts

	Find this segment approximately 18 minutes and 20 seconds after the begining of the video. Watch for about 5 1/2 minutes.

After viewing the kindergarten classes, consider these questions:

• How did the kindergarten teachers, Sheila Owens and John Sinnett, incorporate elements of emergent literacy in their lessons? Which elements were the primary focus of the lessons?
• What part did oral language play in both classrooms?
• How did each teacher use the Word Wall to support word study?
• What were examples of planned, explicit instruction in these excerpts? What were examples of opportunistic instruction?
• Both kindergarten teachers used whole-class instruction for their word study lessons. How did it meet the needs of all students?

	Grades 1 & 2 Classroom Excerpts

Find this segment approximately 22 minutes and 54 seconds after the begining of the video. Watch for about 7 minutes.

After viewing the first-grade and first- and second-grade classes, consider these questions:

• How did Charmon Evans and Shari Frost differ in their phonics instruction? Why do you think they used different approaches?
• Which principles of phonics instruction were illustrated in these classroom lessons?
• Which lessons seemed to promote more student engagement and motivation?
• Shari Frost used her "Poem of the Week" and Becky Pursley used her "Readers Theater activities" to practice reading accuracy and fluency. How did student performance in the two activities differ? How would you assess the reading fluency of students performing Readers Theater based on the three stages of fluency?
• What other activities have you planned to promote reading fluency?

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