Analysis of Running Records The names below are the names of the students that I have assessed by performing running records according to their instructional reading level. Kelly, Lilly, Roxanne, and Andres are reading below grade level, they are English Language Learners and they are in an all English instruction classroom. For all four students, I used reading assessments from the McGraw-Hill Website which provided me reading passages with two questions at the end to check for comprehension. Since my students are reading at different reading levels, I had to provide them with different reading passages based on their reading levels, I used a total of two different passages since I have two students reading at first grade level, and the
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He could read 50 words per minute, while only correcting himself once and repeating two different words once. Andres instructional reading level is first grade; he does not read for fluency or meaning whatsoever. Even though he is a slow reader he relied on his syllables to sound out words as best as possible when coming across words he was not familiar with. Andres has several strengths such as using tracking to read most of the words, he only skipped two words while reading the entire passage. He self-corrected himself once meaning he is not realizing the mistakes he has made while reading. Most of his errors were visual, meaning he is not using the visual cuing system. The visual cuing system would be one of his strengths and weakness because he tends to read words but substitutes those words with words that have visual similarity to the words he is trying to read. For example, he read “as” as “has”, “like” as “look”, “any” as “many”, “Then” as “There”, “homes” as “houses”, along with other words. These words don’t make sense and they don’t sound right at all, but he is using his visual cues to replace the words he cannot read for words that he is familiar with that have the same spelling. As I mentioned earlier Andres doesn’t have fluency and doesn’t comprehend what he is reading. After, he was done reading the passage I asked him two …show more content…
But the first question had a total of three correct answers, the question was for her to name three places where bats lived, and she was only able to provide me with one place where bats lived. After she provided me an answer to the first question she just looked at the text trying to find the answers but didn’t manage to. This questions I used to check for comprehension have allowed me to determine that she is not reading for meaning. Kelly would benefit from close reading allowing her to make more sense out of the text. A closed reading would allow Kelly to highlight important information she is reading, such as the main idea of a paragraph so she could use those highlighting marks as a reference when having to refer to the text. She could also circle all the words she is not familiar with or words she is not able to read that way she could look them up and become more knowledgeable with those
He could read 50 words per minute, while only correcting himself once and repeating two different words once. Andres instructional reading level is first grade; he does not read for fluency or meaning whatsoever. Even though he is a slow reader he relied on his syllables to sound out words as best as possible when coming across words he was not familiar with. Andres has several strengths such as using tracking to read most of the words, he only skipped two words while reading the entire passage. He self-corrected himself once meaning he is not realizing the mistakes he has made while reading. Most of his errors were visual, meaning he is not using the visual cuing system. The visual cuing system would be one of his strengths and weakness because he tends to read words but substitutes those words with words that have visual similarity to the words he is trying to read. For example, he read “as” as “has”, “like” as “look”, “any” as “many”, “Then” as “There”, “homes” as “houses”, along with other words. These words don’t make sense and they don’t sound right at all, but he is using his visual cues to replace the words he cannot read for words that he is familiar with that have the same spelling. As I mentioned earlier Andres doesn’t have fluency and doesn’t comprehend what he is reading. After, he was done reading the passage I asked him two …show more content…
But the first question had a total of three correct answers, the question was for her to name three places where bats lived, and she was only able to provide me with one place where bats lived. After she provided me an answer to the first question she just looked at the text trying to find the answers but didn’t manage to. This questions I used to check for comprehension have allowed me to determine that she is not reading for meaning. Kelly would benefit from close reading allowing her to make more sense out of the text. A closed reading would allow Kelly to highlight important information she is reading, such as the main idea of a paragraph so she could use those highlighting marks as a reference when having to refer to the text. She could also circle all the words she is not familiar with or words she is not able to read that way she could look them up and become more knowledgeable with those