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Kaitlin Sanderson

CIED 1003

TeacherTube

Name: Initial Sound Fluency Direct Instruction


Minutes: 3 minutes 43 seconds
URL: http://www.teachertube.com/video/initial-sound-fluency-direct-
instruction-436443
Framework: Speaking and listening Standards K-5 pg. 23 (2) Confirm
understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and
requesting clarification if something is not understood.
URL of standards: http://www.corestandards.org/wp-
content/uploads/ELA_Standards1.pdf
About: This video shows how a teacher is describing the instructions of the
activity they are going to do with the student. The teacher first tells the
student what will happen, gives an example, and then lets the student try.
How it will be used:
I would use this video in class by trying the activity myself. With the
major I have, special education, this would be a good activity to do to get the
students to interact and learn at the same time. By telling the instructions,
the students can learn how to interpret and then follow the rules that are
given. At the same time, the students can either interact with me, the
teacher, or their peers to also learn how to interact with others. If the
student is able to do as the instructions were presented to them, it would
indicate that they were able to understand information presented to them
orally and being able to carry out the activity.

Name: Standardized Assessment


Minutes: 2 minutes 21 seconds
URL: http://www.teachertube.com/video/standardized-assessment-427927
Framework: Reading Standards: Foundational skills K-5 pg. 17 (4a) Read
grade-level text with purpose and understanding
URL of standards: http://www.corestandards.org/wp-
content/uploads/ELA_Standards1.pdf
About: This video shows a student reading a passage and whenever the
teacher asks the student to pause, the teacher may ask the student to
describe what they just read out loud.
How it will be used:
I would use this video in class by trying this activity with a student who
is having problems reading and interpreting what they just read. At the
beginning, the teacher also told the student the instructions and were able to
carry them out, just like the first video was mainly about. I would also try to
incorporate this activity with the class as a whole. I would have a student
read for the class and then have them explain the text they just read to the

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class in their own words. That would not just help with their reading and
understanding but also with interacting with their peers. Being able to read
and interpret what you just read is a major part of being able to advance.