Reference no: EM133631207

1. In the videos "Letter Names with Reese" and "Mastering 'Silent e' and Becoming More Fluent with Michael," Mrs. Farrell uses a "touch and say" method. Discuss why it is important for each student to touch the letters/words as they are working with Mrs. Farrell. Then, discuss difference in how this approach is used with each student, based on their specific reading need.
2. In the video "Mastering Short Vowels and Reading Whole Words with Calista," Mrs. Farrell teaches several different concepts in an intentional and progressive way. Describe what different skills she works on with Calista, and why this step-by-step method is so important.
3. In the video "Reading Multisyllable Words with Xavier," Mrs. Farrell says there are two questions to ask to help a student break a big word into syllables. What are the two questions to ask? Then, explain why that strategy helps students read big words. 
4. In the video "Reading Fluency with Chloe," three elements of reading fluency are discussed. List each of those three elements, describe what it means, and discuss how Mrs. Farrell specifically helps Chloe work on that element to improve her overall fluency.
5. Reflect upon each all of the videos as part of this assignment. In two paragraphs, describe some major, overall takeaways from watching Mrs Farrell provide intervention to the various students in these videos. What did you learn about working with struggling readers from watching her example? If you are a middle level education major, include how you might apply Mrs. Farrell's example when working with older students.  
6. Discuss how Mrs. Farrell acts as a "diagnostician." Give two specific examples from the videos of how she used informal assessment to diagnose the students' specific areas of need.