Rachel Geen

4/13/2015

Running Record Lesson Plan

Purpose: This lesson is a way of assessing a first grader’s reading fluency. This information will serve to compare the ability of a given student to their peers, as well as to determine the student’sappropriate instructional level.

VA SOLs:

Reading 1.9: The student will read and demonstrate comprehension of a variety of fictional texts.

i)Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

Objectives:

  • Given a developmentally appropriate passage, the student will read with 90-97% recognition of words read in context (WRC).
  • Given a developmentally appropriate passage, the student will read from the passage at 30-60 words per minute (WPM).

Procedure:

Introduction:

  • Take the student to a quiet area where you can work with them one-on-one.
  • Tell the student that you will be having them read a short passage to you. Explain that this assignment is not graded, but that they should do their best because it is going to help you learn more about them as a reader. Say that you will be taking notes while they read.
  • Ask the student to read the title of the passage, and make a prediction about what it will be about.

Development:

  • Set a stopwatch.
  • Have the student read the passage to you, and record errors as they occur on the hundreds box sheet.
  • Stop after the student has read 100 words.

Summary:

  • Ask the student whether or not their prediction about the passage came true.
  • Review any mistakes made during the reading, such as confusing short vowels or forgetting word endings.
  • Thank the student for their time!
  • Complete miscue analysis

Materials:

  • Developmentally appropriate passage
  • Hundreds box
  • Miscue analysis
  • Pen/pencil
  • Stopwatch

Evaluation Part A:

Determine whether the student has met the objectives by determining their percentage of words read in context (WRC) by subtracting the number of miscues from the total number of words, and dividing the answer by the total number of words. Compare this percentage to the percentages for independent level (98-100%), instructional level (90-97%), and frustration level (<90%). To determine the student’s words per minute (WPM), multiple the total number of words in the passage by 60, and divide by the total number of seconds it took the student to read the passage. Compare this number to the projected oral reading rates for first grade (30-60 WPM).

Evaluation Part B:

Did the student meet your objectives? Be specific about what your student’s percentage of accuracy is. Be sure to address the student’s comprehension.

The student met the objective for words per minute – he read 39 words per minute, which falls within the 30-60 WPM range for 1st graders. However, the student did not meet the objective for percentage of words read in context – he read 73% of words correctly, which is considerably below the ideal instructional level of 90-97%, and is at the frustration level of <90%. The student’s comprehension was adequate – given the title “Kim’s Flowers,” he made a prediction that the passage would be “about flowers,” which was accurate.

What were the percentage of meaning, structure, and visual cues used? What was the percentage of self-corrections that the student made?

The student used 60% meaning cues, 70% structure cues, and 80% visual clues. The student self-corrected 20% of his errors.

What were the strengths and weaknessesof your teaching during the lesson?

I felt that I did a good job of making this lesson interesting to the student, by describing it as a “secret project.” I also believe that I was able to make the student feel at ease, allowing him to do his best work.

How would you change the lesson the next time you teach it?

If I were to teach this same lesson again to the same student, I would select a lower level passage. I think the passage I chose was slightly too difficult for him, and it negatively affected his word recognition. For this lesson I selected a Level F passage, so in the future I would probably select a passage at Level D. I think that a Level D passage would be closer to this student’s instructional reading level.