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The teacher checked the dry erase boards and gave feedback to the students that may have needed a little extra work to understand

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The code was very clear to the students. She called a student to the board to show and practice using the pattern

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Students choosing other students to help them, they feel like they are in control of their education. 

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Students choosing other students to help them, they feel like they are in control of their education. 

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The teacher continues to come back to the same spelling pattern, and she wrote the spelling pattern on the board

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Don't like her calling it a "v" for magic e pattern, and I noticed that she voices /s/ when she says /t/, but otherwise she was excellent.

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Don't like her calling it a "v" for magic e pattern, and I noticed that she voices /s/ when she says /t/, but otherwise she was excellent.

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Students were engaged by coming to the board and moving the letters to make correct word by saying the sound.  White boards were used for all to demonstrate their understanding. 

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Students were engaged by coming to the board and moving the letters to make correct word by saying the sound.  White boards were used for all to demonstrate their understanding. 

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Students used repetition, modeling the sounds, built on what students had already learned, tapped out sounds in a word, and practiced on their whiteboards

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Students used repetition, modeling the sounds, built on what students had already learned, tapped out sounds in a word, and practiced on their whiteboards

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The students were able to practice writing on dry erase boards. Students were also called up to the board to practice placement of letters and the group decided if it was correct or not.

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The teacher looked at each whiteboard and provided feedback for each students example.

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The teacher looked at each whiteboard and provided feedback for each students example.

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She continually wrote the i with the e on the board to emphasize that the letters were working together as a pair in each word to make that i sound.

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Students could move letter around to spell words like bike. They tapped out sounds of words. Then wrote words on white bords.

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Students could move letter around to spell words like bike. They tapped out sounds of words. Then wrote words on white bords.

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Assessment with white boards. Went up to children who didn't have what she was looking for.

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Teacher did a quick visual check with a struggling student that I assume was sitting for that very reason and corrected him.

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Teacher did a quick visual check with a struggling student that I assume was sitting for that very reason and corrected him.

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Teacher keeps bringing it back to the sound and the spelling pattern with every new word she introduces. 

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Teacher keeps bringing it back to the sound and the spelling pattern with every new word she introduces. 

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Students used dry erase boards to spell the word and show how the "magic E" made the I say it's name.

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Writing as many new word using the skill being taught.

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she started with doing the sound of ie only, then wrote things on the board for the children to see it and had them help her build words with the sounds/letter

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The teacher made the code clear and explicit for students by:

having them say the long /i/ sound with a visual example of a word(bike) with that sound;

calling students up to practice spelling that word on the board while applying the strategy when using “sneaky e”;

modeling for students the team of i_e to show long /i/.

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The students used whiteboards to practice writing a word that follows the code. 

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The students used whiteboards to practice writing a word that follows the code. 

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Using the "V" over and over again

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Students were completing a "free write on their boards to practice encoding the sound.

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Thumbs up or down for understanding. Quick, easy and effective. 

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Thumbs up or down for understanding. Quick, easy and effective. 

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In the second video, the teacher assessed their knowledge by having them write as many words as they could, with the /i/ sound.

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The kids were spelling with the cards and picking a friend to touch and sound out the word. They spelled on their whiteboards and tapped out the words on their arms to spell.

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She had the student come to the board and spell the word, and then ask a buddy to help.

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She had the student come to the board and spell the word, and then ask a buddy to help.

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By using the white boards and speaking aloud together, the students are actively participating in the lesson, rather than just being spoken to

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Students were engaged through using white boards and going up to her white board and using their hands

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Thumbs up thumbs down for understanding

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In the second part of the video she hand the come to the board to practice  and then hand other students to come up and check. then they used the white board to practice so they could write the "I" sound words with i and e working together.

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Students kept practicing and repeating the sounds.

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She showed them by writing it on the board. She also showed them the word bike that they could hear the /i/ sound ,so that when they are thinking of words they can refer to the word bike to see if their word also brings out the /i/ sounds.
She also showed them modeling by tapping out the words

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To check for student understanding, the teacher did a thumbs up/down vote.

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The teacher reviewed previous sounds and patterns orally then with a visual to connect new learning. Also, she introduced the sound, had students repeat after. She modeled the way the mouth formed for sound. Students mimicked.

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Long i explicitly with auditory, physical, and pictorial support

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Long i explicitly with auditory, physical, and pictorial support

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Thumbs up, thumbs down, questioning

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Thumbs up or down with feedback as she went through the lesson.

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1) auditory--lots of modeling and practice, 2) physical reinforcement (smile)--lots of practice, 3) Acknowledging students, 4) Visual support with pictures, embedding vocab development, 

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1) auditory--lots of modeling and practice, 2) physical reinforcement (smile)--lots of practice, 3) Acknowledging students, 4) Visual support with pictures, embedding vocab development, 

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students were asked to repeat the sounds

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The students raised their (silent)hand and she quickly gave feedback by saying "correct".
The students did lots of "repeating" verbally of the teacher.
The students named pictures with the sound they were working on.

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Students are engaged and repeated each step as asked.

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The teacher began with a previously taught skill and built upon that skill, focusing on the long I sound.

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Not only is the teacher modeling, but the students are actively engaging in the lesson by repeating what the teacher says, using hand signals, and tapping out words. Because the students were practicing, the student were able to quickly gain the new skill.

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she did a informal assement of thumbs up or down and could review in the lesson as needed

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Lots of modeling

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She had cute little sayings and she let the kids call on others to help and she use her arm to help them say the sounds

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She had cute little sayings and she let the kids call on others to help and she use her arm to help them say the sounds

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The teacher modeled the sound  first. She the modeled how your mouth goes down when saying the I sound. 

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The teacher modeled the sound  first. She the modeled how your mouth goes down when saying the I sound. 

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Modled each step of her lesson

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Review first, then beginning new sounds
She had students feel how their mouths were shaped when saying the long I sound

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Students repeat the sounds instantly. They are immersed into their routine. 

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Students repeat the sounds instantly. They are immersed into their routine. 

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She used explicit instruction through having students watch the shape her mouth made when saying the long "i", as well as modeled how to determine if the word has a long i by breaking it apart

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she modled how to create the sounds and how to sound out the actual letter sounds. she also modeled mouth movement and have the students model back

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The students were engaged in practicing the code:

by mimicking what the teacher was saying and doing;

self-reflecting on where their mouth is at when saying sounds like long /i/ vs short /e/;

giving their own examples of words with long /i/.

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Started with review and built on student's knowledge.

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Students repeated on cue what the teacher had modeled to personally experience the sound.

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Students repeated on cue what the teacher had modeled to personally experience the sound.

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Thumbs up/down when you hear the "i" sound

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The teacher used thumbs up and thumbs down throughout the lesson. 

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The teacher used thumbs up and thumbs down throughout the lesson. 

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When I say "i" watch my mouth first.

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She used thumbs up/down to check to make sure they understood the long I sound.

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Thumbs up or down to show understanding of the sounds being questioned.

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She started with review then built on what they already knew about the sounds then she introduced the new sound long I. She started with the sound and how her mouth moves when she says it. She didn't move on to long I words until they all moved their mouths right

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First she went with a rhyme that they already knew. Then she reminded them what they had learned yesterday and then used this to build on it to add the I sound.She also connected the words that they used to things that they knew .

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they are moving their mouths to the sounds, they are doing thumbs up or down if they here the sound, they are raising their hands when they figure out what their mouth does when saying the sound, they whisper their guess out loud to an answer

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"Yesterday we learned." They already learned the "e" and "a" sounds. They already knew the short vowel sounds from Kinder. She said this was more challenging bc it was a new spelling.

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She modeled each new skill as they went through the lesson, first during the review and then during the new material. She demonstrated how to hold her mouth, how to make the sound, and had the students copy for each of the sounds and the words.

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The students were very engaged. They know her procedures well because she seems consistent. She doesn't have to remind them not to shout out. They know when she says repeat they repeat. They have chants, and use tools like thumbs up/down to further engagement. They are able to clearly focus on the teacher and board because of the way she has them spaced and sitting. They also use skills like tap it out when trying to decide if the word has the long I sound.

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Started with making sure placement of mouth was taught to hear the sound. Then she went from mouth movement to listening skills and focusing on mastery by using several different examples. Started with easy words and then progressed to harder words.

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The students were saying the word after the teacher and then voted thumbs up or thumbs down whether they heard/said the /i/ sound. 

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The students were saying the word after the teacher and then voted thumbs up or thumbs down whether they heard/said the /i/ sound. 

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They were asked to raise their hands and give thumbs up for questions. They were also asked to repeat the teacher.