Running Record

Text:

Whoever heard Reb Shalom singing felt his heart grow happier.

Most importantly, Reb Shalom knew how to lead the town. He made sure that the widows and orphans were taken care of, that the poor were fed, and that the laws of the Torah were kept. The town of Keppel respected and loved their rabbi.

Rebbetzin Malka was his wife. And what a rebbetzin! Her hands didn’t just work-they danced through the day while sweeping, washing or serving bowls of soup to her three daughters. She was known all through the town for making the most mouth-watering food and for her special way of helping the sick.

Most importantly, she knew how to look at people with a kind, loving eye and see what they really needed. The town loved their rebbetzin.

 

 

 

 

 

 

 

 

 

 

 

Running Record Form – EDLI635

Student’s Name: Richard Smith (pseudo name)  Grade: 6^th (ESL student) Date:11/6/2013

Title:”The Marvelous Mix-Up” by Ruchama King Feuerman      

Difficulty Level of Text: for grades 2-4

Author: Ruchamaa King Feurman    

Running Words: 124   Accuracy Rate: 94%        Self Correction Rate: 1:5

                        Error Rate: 1:18

Comprehension: This student was able to retell what he read in his own words. He was able to identify the characters with a little bit of detail and their relationships with each other. He was also aware of the setting where the story took place. Since there are not a lot of details listed in the passage, his description is not very detailed. The student was able to recall in the correct order what he read. In the passage there was not a problem and a solution to identify. When retelling the student does use vocabulary from the text. Over all the student was able to retell the story in a complete fashion.

 
 

 

Miscue Analysis:

It is important to note that this student is an English Language learner. When he came across an unknown word he did tried his best to pronounce the word. Based on his pronunciation however, it was clear that he did not know what the real word meant. Therefore, when he said words that did not make sense it was because of his lack of familiarity with the language. This student did not appeal for help since he is confident in his reading abilities. With his great determination he would sound out the words sometimes repeating them. He did not use his own special cues to figure out the unknown words presumably because English is not his first language.

Since this student was an ESL learner, this leads me to believe that most of his mistakes were visual. I am not sure if he was familiar enough with the language for him to make a mistake based on the meaning of the words. This student was able to catch most of the word, pronouncing it closely to how it was meant to be said. This leads me to believe that those mistakes were structural since the basic skeleton of the body was there with the proper prefixes and suffixes, but the word itself was gone. Although grammatically speaking he got the word, he made a mistake because he was unaware of the meaning.

 

Lesson Plan:

Since the student’s mistakes were based on his lack of familiarity with the language, this lesson’s goal is to teach him the words that he fumbled with. The first step of the lesson is to ask the student to reread the passage and identify the words that are difficult to understand. When the student forms his list, the student will be asked to look up these words in a dictionary and copy down their definitions. The teacher will review these words and their definition with the student and come up with sentences that use these words. These sentences will be a part of the weekly vocabulary test that the student is responsible for. 

Word List: happier, importantly, widows, orphans, respected, bowls, daughters

 

 

 

 

 

 

Reflection:

After learning about how to conduct a running record, I feel much more equipped to assess my students’ progress. In my experience as a teacher, the most professional and effective way to convey information about students is through concrete test results. These figures are indicative of the student’s skills which are integral for teachers to know in order to proceed. As a teacher it is important to have a feel for where each child is holding academically. This “feeling” however is not enough to ensure that each student is progressing. Teachers need to base their lessons on solid data that can help guide them to further the student’s learning.

While working with an English learner, it was interesting to note his mistakes. This student hardly made mistakes on words that he knew. I would assume this would also be the case with students who are not English learners. Students tend to be familiar with words that they commonly use and therefore have not trouble reading them. With words that are a bit challenging students sometimes have to put in more effort to decode them. I wonder if teachers find this more with ESL students than with other students. Presumably ESL students will not know as many words as the other students in the class and will therefore have a harder time reading without mistakes. I am sure that this reality effects ESL test scores and overall school performance level. It is important for teachers to keep their students’ backgrounds and challenges on the front burner so that these struggles can be properly addressed.

Overall this student was very enthusiastic about reading and about the overall story. He has been attending English classes for the past three years and has progressed immensely over that time. He was very proud to have reached the point of being able to read short chapter books. I feel that his excitement for reading was the key behind this student’s success. It is important for teachers to develop positive feelings towards reading and writing in all of their students in order to produce the best results. For this student especially his positivity was the key ingredient behind his achievements.

Retelling Form

Student’s Name: Richard Smith
Date: 11/6/2013
Book Title: The Marvelous Mix-up
Score: 18, skilled

Sequence: 3
Setting: 3
Characters: 3
Problem: 3
Resolution: 3
Level of Prompting: 3
Total: 18, skilled

Notes: It is important to keep in mind that this reading sample was a page at the beginning of a short chapter book. Based on what was read before and the passage itself, this student scored the highest possible. However, this student did not read the whole book yet and therefore we did not discuss the main problem in the whole story.