Observation

• Describe the physical setting. Who is involved in the video? Where do they sit in relation to each other? What are they doing? What does the teacher say when the child points to the illustrations in the book? How does he respond? Which words does he say clearly and accurately while pointing?

Application

• Which teaching practices does the teacher use while reading with the child? Check the “Know” and “Do” sections for ideas. Do the practices succeed in helping the child add new words to his vocabulary?
• How does the teacher follow the child’s lead? How does she reinforce vocabulary she wants him to learn?

Reflection

• What are some signs that the teacher and child have a strong relationship?
• What do you think the child learned about himself as a result of this one-on-one reading and sharing experience?
• What might the teacher do next to build on this learning experience?

Preschoolers

Observation

• Describe the indoor and outdoor settings where the video takes place. What adults and children are involved in the activity? What are they doing and saying? How does the teacher respond to the boy with the questions about vocabulary words? What questions does the teacher ask to keep the boy involved, and to involve other children, as well?

Application

• Which teaching practices does the teacher use to support vocabulary development? Check the “Know” and “Do” sections for ideas. How does the teacher respond to the boy’s question about the name of the scientist who digs up dinosaurs?
• How does the teacher use the boys’ interest in dinosaurs to introduce or reinforce vocabulary words?

Reflection

• This teacher speaks with young children in the same way he might speak with older children and adults. How can this practice support vocabulary development? Do young children know that a word is a “big” word?
• The boy in this video knows and uses some sophisticated words. How do you think he acquired these words as part of his vocabulary?