Running Record TEDU 426
Purpose:
-The purpose of this lesson is to gauge the students’ level of reading based on accuracy, speed, expression, and comprehension of the text.
K.1The student will demonstrate growth in the use of oral language.
a)Listen to a variety of literary forms, including stories and poems.
b)Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns.
c)Participate in oral generation of language experience narratives.
d)Participate in creative dramatics.
e)Use complete sentences that include subject, verb, and object.
Objectives:
Given a book, the students will be able to read with 90%-97% accuracy and to demonstrate comprehension of the text through predicting and retelling.
Procedure:
-Explain to the student that you would like to know what type of reader they are and that you would like to hear them read the book given.
-Explain that it is not for a grade but you will be taking notes throughout the reading.
-Have the student read the title and look at the front cover. Have them make a prediction about the book.
-Do a picture walk with the child and ask them to tell you what they think is going on in each picture
-Have the student read the text
-During the reading record on your 100s chart mark correct words, told words, substitutions, self-corrections, etc.
-After the student finishes reading ask the student if their prediction was correct.
-Review one error with the child.
Materials
-100s chart
-“My Pet and Me” book
Evaluation Part A
-Calculate the number of correct words of the number of total words. The student needs to score a 90%-97% to meet the objectives.
Evaluation Part B
-The student did not meet the objectives of this lesson. The student scored an 89% accuracy of this level four reader. We discussed the difference between the words “Me” and “My”. We sounded out both words and found the words in the book. The student seemed to understand what happened in the book because she said her prediction was right, the book was about kids and their pets.
-Visual cues were used the most at 66%. Structure was used 22%. Meaning was used 33%. The student self-corrected 44% of the time.
-I feel as though I could have better explained her error that we discussed at the end of the lesson. One strength of the lesson was the picture walk. Instead of only looking at the cover we looked at the pictures in the book as well.
-Next time I teach it I would probably talk more about the errors she made most often. Mixing up words like me and my or the and this.