Fillable Viewers Guide Letter Names with Reese (Kindergarten) (Reading Rockets)

Fill Online, Printable, Fillable, Blank Viewers Guide Letter Names with Reese (Kindergarten) (Reading Rockets) Form

Use Fill to complete blank online READING ROCKETS pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

Viewers Guide Letter Names with Reese (Kindergarten) (Reading Rockets)

On average this form takes 2 minutes to complete

The Viewers Guide Letter Names with Reese (Kindergarten) (Reading Rockets) form is 2 pages long and contains:

  • 0 signatures
  • 0 check-boxes
  • 6 other fields

Country of origin: US
File type: PDF

Use our library of forms to quickly fill and sign your Reading Rockets forms online.

BROWSE READING ROCKETS FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
EPISODE 1
Letter Names with Reese (Kindergarten)
Video length: 15.5 minutes
Watch the video here: ReadingRockets.org/interventions/letter-names-with-reese-kindergarten
Reese’s profile
Reese is a kindergartener who has strong phonological
awareness skills. He knows most of his letter names but has
trouble with the letters ‘W’, ‘Y’, and ‘V’. He also confuses ‘b’ and ‘d’.
Reese does not know all his letter sounds. He often looks up
when naming letters and sounds.
Video overview
Reese practices naming upper case letters by singing the alphabet song. Then he practices naming the letter
‘V’. Finally, he starts working on xing his confusion between the letters ‘V’ and ‘Y’.
Reese’s teacher, Linda Farrell, is a reading specialist and educational consultant working with Reese for the
rst time. The video clips of Reese are drawn from a 25-minute lesson.
Ms. Farrell begins the lesson by asking Reese to sing the alphabet song. He sings the song, but he sings
“elemeno-p” instead of “l-m-n-o-p” and has trouble pronouncing ‘w’.
Next, Ms. Farrell has Reese touch each letter on a sheet as he sings the song. Ms. Farrell has Reese slow down
and correctly touch and say the letter names ‘L-M-N-O-P’.
Because Reese has trouble with the letter ‘V’, Ms. Farrell uses letter cards to practice the letter ‘V’. As Reese
practices this, she discovers that he is confusing the letters ‘Y’ and ‘V’, so she shifts to working on xing that
confusion. She starts by pointing out the dierences between the two letter shapes. She then gives Reese a
verbal and kinesthetic anchor to use for each letter.
Looking at Reading Interventions
Viewer’s Guide
A Reading Rockets series
1
This guide was produced in partnership with the National Education Association
Things to notice while watching the video
As you watch the video, notice Ms. Farrell’s style of instruction.
• She reminds Reese to look at the letter he is naming and has him immediately repeat the task with the
same letter.
• She always guides Reese and never gives him the answer.
• When Reese makes a mistake, she responds by telling him what part of his response is correct, then
guides him to the correct answer.
• She gives Reese plenty of time to think without interrupting him.
• When Reese misnames a letter, he always nishes by reading the letter accurately one or more times.
Questions to consider while viewing the video the first time
1. What do we learn about Reese when he sings the alphabet song the rst time?
2. How does Ms. Farrell help Reese sort out his diculty with “l-m-n-o-p”?
3. Reese has learned the version of the alphabet song that includes the word ‘and’ after the letter ‘Y’.
What does Ms. Farrell have Reese do to avoid confusion with the word ‘and’ as he is pointing to letters
while singing the names?
4. What is Ms. Farrell’s explanation for teaching letter names before teaching letter sounds?
5. Why is Reese having confusion with the letters ‘Y’ and ‘V’?
6. What anchor does Ms. Farrell give Reese to use with each letter as he practices naming them?
Answers: see the next page for the answer key.
Viewer’s Guide
EPISODE 1
: Letter Names with Reese (Kindergarten)
2
Watch the whole “Looking at Reading Interventions” series here:
ReadingRockets.org/interventions
Answer key
1. What do we learn about Reese when he sings the alphabet song the rst time?
He pronounces “l-m-n-o-p” as a word and he has trouble with the pronunciation of “double u.”
2. How does Ms. Farrell help Reese sort out his diculty with “l-m-n-o-p”?
She has Reese practice singing the letter names slowly as he touches each letter. She also makes sure
he is looking at the letter he is touching.
3. Reese has learned the version of the alphabet song that includes the word ‘and’ after the letter ‘Y’.
What does Ms. Farrell have Reese do to avoid confusion with the word ‘and’ as he is pointing to letters
while singing the names?
She has Reese pull his pointing hand to his chest as he sings ‘and.’
4. What is Ms. Farrell’s explanation for teaching letter names before teaching letter sounds?
The letter names are the “category” because the letter ‘a’ is always called ‘a’ no matter its shape or
the sound it spells. The letter ‘a’ can be ‘italic a’, ‘manuscript a’, ‘primer a’, etc., but it is always called ‘a’.
Likewise, the letter ‘a’ can spell the sounds /ă/ as in cat, /ā/ as in major, /ә/ (schwa) as in about, /ŏ/ as
in swap, etc., but the letter name is always ‘a’. In addition, most letter names have their common
letter sound embedded in their names, so once students know the letter name it is easy to learn
the sound.
5. Why is Reese having confusion with the letters ‘Y’ and ‘V’?
The shapes are similar.
6. What anchor does Ms. Farrell give Reese to use with each letter as he practices naming them?
Ms. Farrell shows Reese one feature that is dierent from the other letter. She has him look at and
touch the letter as he verbalizes the dierent feature about the letter shape. He points to the part of
the letter that is dierent before he says the letter name and describes the dierentiating feature.
For ‘V’, he points to the point at the bottom of the ‘V’ and says “V has a point.” For ‘Y,’ he points to line
at the bottom of the ‘Y’ and says: “Y has a line.”
Viewer’s Guide
EPISODE 1
: Letter Names with Reese (Kindergarten)
3
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

Viewers Guide Letter Names with Reese (Kindergarten) (Reading Rockets)

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 13 March 2022

Message

View Audit Log
Print With Audit Log
Duplicate Document