The purpose of running records is for teachers to assess their students and observe reading behaviors. Running records determine whether or not a student is ready to move up a level or stay at the same level. It’s an opportunity for teachers to be able to differentiate instruction for students based on their academic needs. It entails the teacher taking notes when the student is orally reading a leveled text. Part one of the reading record is the teacher assessing the student as he or she reads. The teacher looks at three different components error rate, accuracy, and self-correction rate. The accuracy rate helps determine if the book is easy or difficult for the student. If the student has a rate between 95-100% the book is easy enough for
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Joshua is currently a first grade student in a public school in Manhattan. As he started reading I noticed that Joshua is an avid reader. He used two of the three-cueing system to help him figure out concepts and understand the text. He often looked at the picture for guidance, and it seemed as if from the picture created a text. His errors were more structural as he pronounced the words as he saw it based on syntax. His visual cues were the pictures that with no words narrated what was happening in the story. When he saw a picture of chickens for example, he quickly said farm instead of the barn. Joshua carefully sounded out words that were not familiar to …show more content…
His miscues were more structural as he tried to pronounce the words as it looked in the text. For example, when he saw the word field, he pronounced the word as it is written. When he saw the word barn, he assumed the book was talking about a farm based on the pictures, which had chickens. The word toward was tricky for him to pronounce he started sounding out the words, but could not put them together. Joshua could not give meaning to the word even when he glanced at the picture from the book. The word bridge was different he did not try to sound it out he just skipped the word and continue reading. It was interesting to see that he did not attempt to sound out the word or look at the picture for clues. The structural component of the word seemed difficult for Joshua. With the word policeman he omitted man and just said police. He looked at the picture and saw the police. He did not specify if the police was a man or a woman. When he came upon the word garage, he read it as garbage. Joshua may have confused himself due to the similarities in letters in both words. To address the weaknesses of Joshua I think it is important to emphasize the importance of syntax and the letters in a specific word. Joshua had minor miscues, but when he did, I noticed that it was based constantly on syntax. Joshua is actively processing print and gives meaning to it, which tells an evaluator that he comprehends. Prompting
Joshua is currently a first grade student in a public school in Manhattan. As he started reading I noticed that Joshua is an avid reader. He used two of the three-cueing system to help him figure out concepts and understand the text. He often looked at the picture for guidance, and it seemed as if from the picture created a text. His errors were more structural as he pronounced the words as he saw it based on syntax. His visual cues were the pictures that with no words narrated what was happening in the story. When he saw a picture of chickens for example, he quickly said farm instead of the barn. Joshua carefully sounded out words that were not familiar to …show more content…
His miscues were more structural as he tried to pronounce the words as it looked in the text. For example, when he saw the word field, he pronounced the word as it is written. When he saw the word barn, he assumed the book was talking about a farm based on the pictures, which had chickens. The word toward was tricky for him to pronounce he started sounding out the words, but could not put them together. Joshua could not give meaning to the word even when he glanced at the picture from the book. The word bridge was different he did not try to sound it out he just skipped the word and continue reading. It was interesting to see that he did not attempt to sound out the word or look at the picture for clues. The structural component of the word seemed difficult for Joshua. With the word policeman he omitted man and just said police. He looked at the picture and saw the police. He did not specify if the police was a man or a woman. When he came upon the word garage, he read it as garbage. Joshua may have confused himself due to the similarities in letters in both words. To address the weaknesses of Joshua I think it is important to emphasize the importance of syntax and the letters in a specific word. Joshua had minor miscues, but when he did, I noticed that it was based constantly on syntax. Joshua is actively processing print and gives meaning to it, which tells an evaluator that he comprehends. Prompting