In this video the physical setting is in a classroom in a center that I can’t identify but it’s on a carpeted
area. There is an open working space that has some flat blocks on it the teacher and student are working
with. The two people involved are Richard who is the child and Noemi who is the teacher. Noemi and
Richard are doing an activity where they spell out names using the blocks. Noemi is sounding out her
name and the letter sound so Richard can identify and use the correct letter to finish spelling her name.
When the child finished the activity successfully Noemi got excited and gave Richard a high five and
thanked him in Spanish. Richard was very receptive and had a huge grin on his face.
Video 1 Reflection
Noemi, the teacher could expand this activity and have Richard sound out and spell other words
within the classroom which would build on his accomplishment of already spelling his name as well as
his teachers. Having other children in the class join Richard in spelling out names would also add to his
accomplishment. Documentation could be noticing the letters Richard has trouble identifying by sight or
sound and planning activities that focus on those letters so Richard can become more secure. An
Example of Richards work can be shared with his family using pictures documenting his progress and
success. This can be done during a parent teacher conference or a slide show with the anecdotal notes
and pictures sent directly to the parents or shared during a zoom conference compliments of covid .
I think Richard learned that he could recognize and spell out other names other than his own. He also
learned that he knows letter sounds and can identify the letters of the alphabet corresponding with that
sound. I think that the teacher did a great job of encouraging Richard to sound out the letter so he could
identify it and then add it to Noemi’s name so he could successfully finish it. I think after this activity
Richard felt pretty good about himself.