Lesson
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 1 of 11
© 2022 University of Florida Lastinger Center for Learning
Your Name: Maria Alejandra Paz Date: 2/29/2024
Grade(s) You Teach: VPK
Activity 3: Lesson Video Description and Guiding Questions
Instructions:
Watch a video of your own instruction to find one or more examples of each Instructional Practice.
Overview: In Activity 1, you used the Diagnostic Model to guide you as you analyzed assessment
data for one student who needed supplemental reading instruction. In Activity 2, you created a one
day instructional plan for your student.
In Activity 3, you will complete two assignments: the Video Description and Reflection
Questions.
• Video yourself modeling the instructional plan you created.
o Before filming, reflect on potential barriers you would encounter in a classroom and
show how you would address them in your video. Think about what responses students
may give or behaviors they may show and model how you would respond in your lesson
delivery.
o You will then use the video you created to reflect on your use of effective instructional
practices. No students or teachers should be in the video. The model lesson does not
have to take place in an actual classroom.
• Complete the Self-Reflection Scale and the Instructional Reflections sections in this
document.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 2 of 11
© 2022 University of Florida Lastinger Center for Learning
1. Review the Examples of Instructional Practices
2. Watch your entire Lesson Video to become familiar with its contents.
You will incorporate effective Instructional Strategies in your plan.
Explicit Instruction makes skills easier for students to learn by using clear and concise language.
Students do not need to guess or discover the skill. Use an “I Do, We Do, You Do” format to first model,
and then gradually transfer responsibility for learning from the teacher to the student as they demonstrate
their readiness.
• I Do: Model the skill to show exactly how to do what you explained.
• We Do: Provide guided practice with scaffolding. Monitor the student’s progress in acquiring and
mastering the skill. Scaffold instruction as needed by prompting and giving corrective feedback.
Provide multiple opportunities for students to practice the skill with your guidance.
• You Do: Provide independent practice when students are able to do the skill accurately. Continue
to monitor and give feedback.
Systematic Instruction ensures that students learn in a way that gradually increases in difficulty and
follows the scope and sequence for a given skill. Visually and auditorily similar information is separated
when first learning a skill.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 3 of 11
© 2022 University of Florida Lastinger Center for Learning
3. Read the instructions for the Instructional Practice Identification activity:
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 4 of 11
© 2022 University of Florida Lastinger Center for Learning
4. Fill out the entire Instructional Practice Identification Table.
Instructional Practice Identification Table
Length of Lesson:
Approximately 2
minutes
Focus of Instruction:
Phonological Awareness –
segmenting and blending
phonemes in single-
syllable words
Group: VPK students Lesson Day #:
02/29/2024
Instructional
Practice
Instructional
Practice that is the
primary focus of the
video clip at the time
stamp you indicated.
Description and Metacognition
1. Write what you said and did to show the
instructional practice.
2. Explain your thinking. Why did you choose this
example?
–Be very specific.
Time Stamp
Start/stop time of
video clip.
Example:
Multisensory Instruction
Example:
1. I used multisensory instruction during the Elkonin box
portion of the session. Specifically, when I said “mat”, I
pushed up a token for each sound, and said /m/, /a/, /t/.
2. I chose this example because Elkonin boxes was my
chosen multisensory strategy for modeling each of the
sounds in the word “mat”. This allowed students to both
listen for the sounds in the word and use manipulatives to
represent each of the individual sounds they heard.
Example:
Time Stamp: 2:34-
2:42
Explicit Instruction 1. During the video, I provided clear and concise
instructions on how to use the Elkonin boxes to
segment and blend sounds in single-syllable
words. I used simple words like “cat” and “dog”
to model the process step by step.
2. I chose this example to ensure that VPK
students understand the task and feel supported
in their learning journey. Explicit instruction
helps establish a solid foundation for
phonological awareness skills.
0:00 – 0:47
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 5 of 11
© 2022 University of Florida Lastinger Center for Learning
Systematic
Instruction
1. I structured the activity by presenting words in
a systematic manner, starting with basic words
like “cat” and gradually progressing to more
challenging ones like “frog” and “snail.” This
allowed VPK students to build confidence and
competence in segmenting and blending sounds.
2. My choice of systematic instruction aimed to
scaffold VPK students’ learning experiences and
ensure they develop phonological awareness
skills progressively over time.
0:47 – 1:10
Multisensory
Instruction
1. Throughout the video, I incorporated
multisensory elements by using colorful and
engaging visuals, pronouncing words aloud with
exaggerated intonation, and encouraging
students to use their fingers to segment sounds
in the air.
2. I selected these multisensory techniques to cater
to the diverse learning styles and developmental
needs of VPK students. By appealing to multiple
senses, I aimed to make phonological awareness
activities more interactive and memorable.
1:10 – 1:57
5. Complete the Self-Reflective Scale.
Completing the Self-Reflective Scale
• For each instructional practice, mark a circle on the continuum to indicate where you think
you are in your development.
• Then, use the comments section to journal your self-reflections (see example below).
o Reflect on each instructional practice—what you knew, what you know now, and
how your new knowledge will affect your instructional practices. Give specific
examples!
*Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as
a time to reflect on how far you’ve come and where you would like to focus your attention next.
Example [e.g., for Systematic Instruction]
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 6 of 11
© 2022 University of Florida Lastinger Center for Learning
Accomplished Emerging Not Yet Evidenced
Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This
module gave me lots to think about. For instance, my mindset was that my students have difficulties with
comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be
interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological
awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it
almost seems impossible that decoding could still be a problem after all this time—or that they just need
practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of
the problem” so I could teach more systematically. After analyzing the assessment data using the model, I
now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is
always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills
might be missing. I think this model will be something I continue to use in my classroom going forward.
Self-Reflective Scale
Demonstrate research-based instructional practices for developing students’ reading skills.
I have the skills to provide Explicit Instruction
I can do, and I can identify examples of the following:
• Use the “I Do, We Do, You Do” sequence.
• Use clear and concise language.
• Use instructional strategies that ensure that students do not rely on guessing or discovering the skill.
• Provide a brief purpose for instruction.
o Fluency example: “Learning to read words at a good rate helps us understand what we are reading.”
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 7 of 11
© 2022 University of Florida Lastinger Center for Learning
o Comprehension example: “Today we’ll be learning how the Generating Questions strategy will help us
better comprehend what we’re reading.”
Accomplished Emerging Not Yet Evidenced
Reflection: I have honed my skills in providing explicit instruction to VPK students, ensuring clarity
and understanding in phonological awareness activities.
I have the skills to provide Systematic Instruction
(e.g., consider levels of skill development; when students are ready for an intervention targeting a
particular skill)
I can do, and I can identify examples of the following:
• Considers levels of fluency instruction.
• Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e., accuracy develops first,
then automaticity, then prosody).
• Considers the usefulness of information (high frequency before low frequency).
• Chooses text at an appropriate level for students.
• Assists students in developing an appropriate rate while reading aloud.
• Uses strategies for gradual release of responsibility (i.e. shift from teacher to student over time).
o PA example: Mixing words with /b/ and /p/, and /d/ and /t/
o Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q) when students are
not yet ready for that level of complexity
Accomplished Emerging Not Yet Evidenced
Reflection: While I strive to implement systematic instruction, I acknowledge the need to further
refine my approach to ensure a cohesive and progressive learning experience for VPK students.
I have the skills to engage students with Multisensory Instruction
I can do, and I can identify examples of the following:
• PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 8 of 11
© 2022 University of Florida Lastinger Center for Learning
• Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult sounds, etc.
Accomplished Emerging Not Yet Evidenced
Reflection: I am adept at incorporating multisensory techniques into my teaching practice, fostering
engagement and comprehension among VPK students with diverse learning preferences.
Use assessment and data analysis to monitor student progress and guide instruction over
time to ensure an increase in student learning.
I have the skills to teach lessons that are directly linked to assessment
I can do, and I can identify examples of teaching lessons that are directly linked to assessment data.
Accomplished Emerging Not Yet Evidenced
Reflection: I recognize the importance of utilizing assessment data to inform my instructional
decisions, and I am committed to enhancing my skills in data analysis to support the growth of VPK
students.
Use a variety of instructional practices to motivate and engage students in reading.
The length of time I teach is appropriate for the target skill and allows for student mastery.
I can do, and I can identify examples of teaching an appropriate length of time.
Accomplished Emerging Not Yet Evidenced
Reflection: I consistently employ a range of instructional strategies to captivate and inspire VPK
students, cultivating a positive and dynamic learning environment.
In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large
group teaching alone.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 9 of 11
© 2022 University of Florida Lastinger Center for Learning
Accomplished Emerging Not Yet Evidenced
Reflection: Integrating opportunities to respond into my daily teaching helps students
improve their skills.
I have the skills to provide students with various opportunities to respond.
I can do, and I can identify examples of providing various opportunities to respond.
• I use choral and individual responses.
• All students respond during choral responding; if not, I correct and redirect and engage the student.
• I provide students with individual turns.
Accomplished Emerging Not Yet Evidenced
Reflection: While I integrate opportunities for student response into my teaching, I acknowledge the
need to diversify and tailor these interactions to accommodate the unique needs and abilities of VPK
students.
Continue to Instructional Reflections…
6. Answer the Reflection Questions
Instructional Reflections
Consider your experiences in the
practicum. Reflect on one practice that
you believe ensures that students receive
Equality and Equity are not the same. Equality is about dividing
resources (instructional time, targeted assessing and planning,
scaffolding, practice opportunities, etc.) evenly so all students get
the same thing. Equity is about dividing resources proportionally to
achieve a fair outcome for all.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 10 of 11
© 2022 University of Florida Lastinger Center for Learning
equitable instruction. Provide a detailed
example.
Examples:
• The data tells me that Dani will need more
fluency practice than the other students in
her group.
• During one of my classroom observations,
my literacy coach collected data on my
questioning during my intervention group.
I realized that I was asking some students
much higher-level questions than other
students.
• My formative assessment shows that Raul
is mastering the content quickly. I’m
planning to move him to a more advanced
group.
During my practicum, I implemented differentiated
instruction to ensure equitable learning opportunities
for all students. In one instance, I noticed that some
students struggled with decoding multisyllabic words
while others excelled. To address this discrepancy, I
created leveled reading groups based on students’
decoding abilities. Students who needed more support
worked with me in a small group where we practiced
decoding strategies using multisensory approaches,
such as tapping out syllables and using word chunks.
Meanwhile, advanced students engaged in independent
reading activities that challenged their decoding skills at
a higher level. By tailoring instruction to meet individual
needs, I ensured that each student received targeted
support to enhance their decoding abilities.
What aspects of your teaching went well
in the video?
In the video, I effectively utilized explicit instruction by
clearly modeling the skill of segmenting and blending
sounds in single-syllable words using Elkonin boxes. I
provided a step-by-step demonstration (I Do), guided
students through the process with scaffolded support
(We Do), and encouraged independent practice once
students demonstrated readiness (You Do).
Additionally, I incorporated multisensory strategies by
encouraging students to use manipulative materials,
such as markers and tokens, to represent individual
sounds in words. This approach engaged students and
reinforced their phonological awareness skills in a
meaningful way.
ELEMENTARY AND SECONDARY COMPONENT 3
PreK/Kindergarten:
Activity 3: Lesson Video Description and
Reflection Questions
Page 11 of 11
© 2022 University of Florida Lastinger Center for Learning
What would you do in future lessons to
improve your instruction?
In future lessons, I aim to incorporate more systematic
instruction by carefully planning the progression of
skills based on students’ readiness levels. I will conduct
ongoing assessments to identify areas where students
may need additional support and adjust my instruction
accordingly. Additionally, I plan to provide more
opportunities for students to apply their phonological
awareness skills in authentic reading and writing tasks
to promote transfer of learning. By continually assessing
and refining my instructional practices, I can better
meet the diverse needs of my students and foster their
growth as readers and learners.
Consider the assess, plan, implement
cycle you just completed. How will you
incorporate this process into your ongoing
practice?
I will integrate the assess, plan, implement cycle into
my ongoing practice by adopting a reflective approach
to teaching. Before each lesson, I will assess students’
prior knowledge and skills to inform my instructional
planning. During the lesson, I will closely monitor
students’ progress and adjust my teaching strategies as
needed to ensure understanding and engagement. After
the lesson, I will reflect on the effectiveness of my
instruction and consider how I can refine my practices
to better support student learning. By continually
cycling through this process, I can identify areas of
strength and areas for growth, ultimately improving my
teaching practice and student outcomes over time.
