Teacher resources and professional development across the curriculum

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Link: Teaching Reading: K-2

Student Case Study: Thalia

Looking Closer

 

Thalia Learns the Details

Video Summary

The Student, the Teacher, and the Class

Analyzing the Video
  Before Viewing
  First Impressions
  Looking Closer
  Summing Up

Making Connections

Selected Resources

Take a second look at Thalia's language and literacy development to deepen your understanding of her changing strengths and needs over the course of the year. Use the video images below to locate where to begin viewing.

1

Thalia Begins To Write: Video Segment

Thalia writing.

Find this segment 3 minutes and 41 seconds after the beginning of the video. Watch for 3 minutes and 22 seconds.

In the beginning of kindergarten, Thalia uses language, personal experiences, and knowledge of letters to express her ideas in writing. In this segment, Thalia writes in her journal with support from her teacher, Mr. St. Clair. Use Thalia's Literacy Development Chart to record Thalia's current strengths and needs in oral and written language.

  • How does Mr. St. Clair characterize Thalia as a reader and writer?
  • How does Thalia view herself as a reader? As a writer?
  • How would you describe Thalia's emergent writing skills? What can she do independently? What can she do with support from Mr. St. Clair?
  • What other instructional strategies would support Thalia's written language?
  • What goals and instruction would you plan for Thalia in the coming months?
  • Develop a writing lesson that would help Thalia take the next step in writing.
2

Parents and Teachers Working Together: Video Segment

Find this segment 7 minutes and 4 seconds after the beginning of the video. Watch for 2 minutes and 9 seconds.

Mr. St. Clair and Ms. Castro meeting with Thalia's mother.

In December, Mr. St. Clair and Ms. Castro, the Spanish-language teacher, meet with Thalia's mother at a parent-teacher conference to discuss Thalia's developing strengths as a learner.

  • What kind of observations do Mr. St. Clair, Ms. Castro, and Thalia's mother share with each other at the parent-teacher conference? How does each perspective create a complete profile of Thalia? How do they enhance the understanding of all adults involved in her learning?
  • What suggestions would you give to Thalia and her mother for reading and writing at home at this point in the year?
  • How might Mr. St. Clair and Thalia's mother collaborate on setting goals and planning instruction for Thalia's language and literacy development?
3

Developing in Reading: Video Segments

Thalia.

Find the first segment 9 minutes and 14 seconds after the beginning of the video. Watch for 1 minute and 17 seconds. Find the second segment 14 minutes and 38 seconds after the beginning of the video. Watch for 1 minute and 2 seconds.

Thalia re-reads predictable books at home and school. In the first segment, it's December, and Thalia is reading a book she took home the night before. In the second segment, Thalia is reading with Mr. St. Clair in a small guided-reading group three months later, in March.

  • What strategies does Thalia use for constructing meaning and using print when re-reading her book to Mr. St. Clair?
  • What strategies does she use when reading in her guided-reading group? How would you assess her reading of "hang-gliding" as "kiting?" What does this reveal about Thalia's reading?
  • How might these different reading settings affect her use of strategies?
  • What progress has Thalia made between December and March? How has Mr. St. Clair's instruction and support changed?
  • What does Mr. St. Clair mean when he says Thalia is a "voracious reader"?
  • How would you help Thalia attend to print while she is reading? What instruction would you plan for Thalia for the remainder of the school year?
4

Developing in Writing: Video Segment

Find this segment 15 minutes and 41 seconds after the beginning of the video. Watch for 2 minutes and 57 seconds.

Mr. St. Clair.

Mr. St. Clair emphasizes oral language in daily activities to promote literacy development. In this segment, the whole class is engaged in an experiment with sand, followed by a writing activity. Thalia writes in her journal about a personal experience with her father.

  • How does Mr. St. Clair promote and support oral language in these activities? How does Mr. St. Clair guide Thalia in her writing? Is he helping too much? Too little? What would you do to lead Thalia to independence in writing?
  • How does Thalia use oral language to help herself when writing? What other strategies does she use when writing in her journal?
  • Why do you think Thalia chose to write about her trip with her father rather than the sand experiment?
  • Compare Thalia's writing in this segment with her writing in November. What has she learned? What goals would you set for Thalia for the remainder of the year?

Next > Summing Up

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