What kind of words are being practiced?

Words that begin with quick sounds, such as 'pan', 'did', and 'him'.

Who is leading the reading session?

A teacher, presumably Mrs. Ritma, is leading the session.

What is the method used to teach reading?

The method involves saying sounds slowly and then quickly blending them together.

How do the students participate?

Students are asked to read along, first with the teacher and then independently.

What encouragement is given to students?

The teacher praises students for their efforts and reads clearly.

What is meant by 'hook it to your neighbor'?

It refers to blending sounds together to form words.

What are students encouraged to do before saying the word fast?

They are encouraged to say the sounds slowly before blending them.

Is clapping involved during this activity?

No, clapping is not needed during the reading part.

Video Non-Example: A teacher demonstrates ineffective modeling

00:03:25

https://www.youtube.com/watch?v=ipgF83Miv5c

Résumé

TLDRIn this reading practice session, the teacher engages students in pronouncing words that start with quick sounds. She models the process of segmenting and blending sounds, using examples like 'pan', 'did', and 'him'. The students are encouraged to read together with the teacher, first articulating sounds slowly, and then quickly blending them to form the complete word. The teacher emphasizes collaboration by asking students to 'hook it to their neighbor', promoting peer support. Continuous encouragement reinforces their learning, helping build their confidence.

A retenir

📚 Students practice words with quick sounds.
🔤 Segmenting and blending sounds is key.
👩‍🏫 The teacher uses modeling for instruction.
👬 Encouragement is given for peer support.
⚡ Speakers say words slowly first, then fast.
👍 Words include 'pan', 'did', 'him', and 'am'.
🔄 Students take turns to read aloud.
🙌 Clapping is not involved during reading.
🔄 Mixing up cards keeps students engaged.
🌟 The focus is on building reading confidence.

Chronologie

00:00:00 - 00:03:25
The session begins with a focus on reading words that start with quick sounds. The instructor demonstrates by reading the word 'pan' slowly and then quickly, encouraging students to repeat after her. The emphasis is on transitioning quickly between sounds. The students practice reading the word 'am' next, with the instructor guiding them to say it fast after saying it slowly. The instructor continues with the word 'did', again modeling the process and encouraging the students to read it independently. The lesson includes various words, with the instructor prompting the students to hook sounds together and read them quickly. The students are engaged and encouraged to read words like 'him' and 'did' independently, with positive reinforcement for their efforts. The instructor mixes up the cards for a fun reading activity, prompting students to read words at their own pace, reinforcing the quick sound concept throughout the lesson.

Carte mentale

Vidéo Q&R

What kind of words are being practiced?
Words that begin with quick sounds, such as 'pan', 'did', and 'him'.
Who is leading the reading session?
A teacher, presumably Mrs. Ritma, is leading the session.
What is the method used to teach reading?
The method involves saying sounds slowly and then quickly blending them together.
How do the students participate?
Students are asked to read along, first with the teacher and then independently.
What encouragement is given to students?
The teacher praises students for their efforts and reads clearly.
What is meant by 'hook it to your neighbor'?
It refers to blending sounds together to form words.
What are students encouraged to do before saying the word fast?
They are encouraged to say the sounds slowly before blending them.
Is clapping involved during this activity?
No, clapping is not needed during the reading part.

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Sous-titres

Défilement automatique:

00:00:01
Now we're gonna read some of these words that we just practiced.
00:00:04
Yay.
00:00:06
Okay, my turn to read a word that begins with a quick sound.
00:00:10
Now, you have to watch.
00:00:11
This one starts with a quick sound, so I gotta get right to the next sound, okay.
00:00:15
My turn first.
00:00:16
Here I go.
00:00:19
Paann.
00:00:21
Now I'll say it fast: pan.
00:00:23
The word is pan.
00:00:25
Lets read this word together.
00:00:26
Now watch carefully because it starts with a quick sound, we have to get right to our
00:00:29
neighbor.
00:00:30
Ready, go!
00:00:31
Paann.
00:00:34
Say it fast.
00:00:34
Pan.
00:00:35
What's the word? Pan.
00:00:37
Now do it without me. Okay, I'm not gonna help you this time.
00:00:39
Hook it to your neighbor. Ready, go!
00:00:41
Paann. Say it fast. Pan.
00:00:44
What's the word? Pan.
00:00:46
Good job. Your turn to read this word.
00:00:48
First just say the sound slowly, then you'll say them fast.
00:00:50
Watch the pen.
00:00:51
Ready, Joseph, ready Karl, Marky's ready, I can see his eyes. Ready, go.
00:00:56
Aamm.
00:00:57
Say it fast. Am.
00:00:58
Am, nice job. We don't need to clap during this part.
00:01:00
Way to be ready though, Karl.
00:01:02
Okay, now we're going to read another word and I'm gonna start it because it starts with
00:01:06
a quick sound.
00:01:07
So this is Mrs. Ritma's turn.
00:01:08
I'm gonna get right to the next sound.
00:01:10
Here I go.
00:01:11
Diid.
00:01:12
My turn first sweetie, I'm glad you're ready though, but let me have a turn this time, okay.
00:01:16
Diid.
00:01:18
I'll say it fast: did.
00:01:20
The word is did.
00:01:22
Now, this time do it with me.
00:01:24
Ready, Karl, Marky, Joseph, all of us. Ready, go.
00:01:27
Diiid.
00:01:28
Say it fast: did.
00:01:30
What's the word?
00:01:31
Did.
00:01:32
Did, thanks for a quiet table.
00:01:33
Now it's your turn without me, you're gonna hook it to your neighbor on your own.
00:01:37
Ready, go.
00:01:38
Diiid.
00:01:39
Say it fast. Did
00:01:41
What's the word? Did.
00:01:42
You read the word "did" without me, good job.
00:01:44
This one also starts with a quick sound.
00:01:46
This one starts with a quick sound but I'm not gonna help you this time.
00:01:49
You guys ready, you're gonna hook it to your neighbor.
00:01:51
Ready, read it.
00:01:53
Huu.
00:01:54
You gotta hook it to your neighbor so you gotta go hii.
00:01:57
Try it again, ready go.
00:01:59
Hiiim.
00:02:01
Try it again. Ready, go.
00:02:03
Hiimm.
00:02:05
Say it fast. Him
00:02:06
Karl can you come out of your shirt please. Thank You.
00:02:08
Let's do it one more time now that we have Karl's head.
00:02:10
Ready, go.
00:02:11
Hiimm.
00:02:13
Say it fast. Him.
00:02:14
What's the word? Him.
00:02:15
You read the word "him," good job. Good job.
00:02:18
Okay now I'm gonna give you some turns with the cards.
00:02:21
Mix them up, you don't know which one you're gonna get, you gotta be ready.
00:02:25
Yes we do. You never know.
00:02:27
Bam there it is.
00:02:29
Diiid.
00:02:31
Say it fast. Did.
00:02:33
Good hookin it to your neighbor Marky.
00:02:34
Okay Karl, you got the hard one.
00:02:36
Haaa.
00:02:37
Don't say Ha, hook it to the next one, ready.
00:02:39
Hiiimm.
00:02:40
Say it fast. Him.
00:02:41
Perfect job, perfect job.
00:02:43
Here comes a hard one Joseph.
00:02:45
Pa.
00:02:46
Hook it to your neighbor.
00:02:47
Paann.
00:02:49
Say it fast. Pan.
00:02:51
Nice job hooking it to your neighbor.
00:02:52
Here we come Marky.
00:02:54
Mmm.
00:02:55
Do it slowly, so I can hear you, okay.
00:02:57
Mmmm.
00:02:58
Thank you, say it fast. M. Good job.
00:02:59
First we say it slow and then we say it fast.
00:03:01
Are you awake, are you ready?
00:03:03
Here you go.
00:03:04
Diiid.
00:03:06
Say it fast. Did.
00:03:08
Nice reading, Karl.
00:03:09
Here you go Joseph.
00:03:11
You're gonna hook it to your neighbor okay.
00:03:14
Hi.
00:03:15
Now put those together okay.
00:03:16
Like this. Your turn.
00:03:20
Hiimm.
00:03:21
Say it fast. Him.
00:03:22
Nice job. Good job boys.