Running Record

TC Name:  Sarah de Almeida

RICA Domain: 1 Planning, Organizing, and Management Reading Instruction Based on Ongoing Assessment

RICA Competency: 2 Reading Assessments.  5. Students’ Independent, Instructional, and Frustration Reading Levels. Miscue Analysis

Grade Level: 2nd

Instruction:

I observed my tutoring teacher give a reading assessment.  She used the running record strategy to get a general idea of the students’ reading levels.  She starts with the lowest level book for the grade level.  As the student reads, she is following along on her own printout of the book.  Mrs. P listens carefully to the student’s pronunciation, fluency and accuracy.  As the student reads each word, she makes a notation above the word.  The notations will be defined in the key.  For every word they read correctly, she makes a check mark above the word.  If the student repeats a word, or self corrects, she makes a notation above those words.  At the end of the reading, Mrs. P adds up all of the miscues and that completes the first part of the reading assessment.  The second part of the reading assessment consists of reading comprehension.  She asks the student to re-tell the story or key points in the story.  If the student is having difficulty, she prompts them to stimulate the discussion about the book.  The prompt for this particular book asks student to tell her what happened at the end of the book. 

Depending on the student’s answers, Mrs. P will determine the score the students earned. She will combine the first score with the second score to decide what reading level the student is at.    Patterns of errors will emerge and reveal how the child goes about decoding print. 

Instructional Setting:

During the first few weeks of school, parent volunteers are responsible for performing a running record on each student.  They will start with the basic level of (E).  If they have few to no miscues, they will continue to the next reading level of (F). 

Give Me 5! Retelling the Story

TC Name:  Sarah de Almeida

RICA Domain: 5 Comprehension

RICA Competency: 13 Comprehension: Instruction and Assessment- Before Children Read, While Children Read, and After Children Read.  Retelling

Grade Level: 2^nd

Instruction:

I observed Ms. Danielson teaching a Post Reading Task with the use of retelling.  Up to now, students have been practicing fluency and reading for comprehension.  To practice fluency, she divides the students into small reading groups. There are four groups of seven.  Each groups is a different level and are labeled by colors.  When it is a group’s turn to read with the teacher, she gives them a reading finger (green rubber witch finger they put on their finger) and an “eye lighter.”  These tools help the student focus on one word at a time. She has been using this technique the whole year and students are expected use their tools properly.  The next step she introduced was “pass the question”.  There is one flashcard with questions on it about the story they just read.  The first person asks the second person the question that is on the flashcard.  The second person answers the question, then they ask the third person a question and so on.  Before introducing the third techniques, Ms. Danielson shows the class the new objective they will learn.  “I know and can talk about the parts of a story (plot, setting, characters).  I know the beginning, middle and ending of a story.”  The third technique Ms. Danielson introduced was Retelling the Story, Give Me 5!  Students use the Hand Chart to retell the story.  Each finger represents different parts of the story.  Once the students are finished in the reading group, they are to take an empty Hand Chart back to their desk and work individually on retelling a short story the teacher has placed on their desks.  All students have the same story, but must work individually to find the answers.

Instructional Setting:

While working with the teacher at the reading table students are learning, and practicing a new skill.  Once back at their seats, students are practicing the new skill individually.