RUNNING RECORD

Candidate’s Name: Karenia Mitchell

Grade Level: 6

Title of the lesson: Accuracy, fluency, and comprehension

Length of the lesson: 60 min

 

Central focus of the lesson : Accuracy, fluency, and comprehension of literary text   Key questions: What do you want your students to learn?  Reading fluency , pacing, comprehension and phonemic awareness   What are the important understandings and core concepts you want students to develop within the learning segment?  Reading fluency: appropriate phrasing, expression and pacing

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: What do students know, what can they do, and what are they learning to do?  using appropriate phrasing, expression, pacing, reading fluency and phonemic awareness

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Support literacy development through language (academic language)   Identify one language function  analyze   Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands :Oral   Vocabulary General academic terms: analyze and explain Content specific vocabulary : plot, setting, theme, character Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse Text structure, conversation, discussion   ·         Learning to comprehend text and read text with fluency

Learning objectives   Student will improve their reading accuracy Student will improve their reading comprehension Student will improve their reading pace and fluency

Formal and informal assessment (including type[s] of assessment and what is being assessed)   Informal assessment: Oral reading, participation and collaboration Formal assessment: running record and miscue analysis to inform teaching effectiveness and student learning outcomes

Instructional procedure:   Modeling:   ·         Teacher will model  a think-aloud strategy, teacher will model using a different text dividing the text  from a passage from the book, teacher will divide text into three- to four-word chunks or phrases, placing slash marks where the reader should pause to improve reading   ·         Teacher will model using doodle buddy on the ipad which allows the teacher to be             able to enlarge and project the images in sequence so that students could see a               complete image of their perceptions of the story   Guided Oral Reading:   ·         Chunking: Read aloud strategy, teacher reads text in segments with students to aid in reading and understanding. ·          Student will illustrate a descriptive passage from the book, The Time Machine selected from the teacher that they can associate images with the words. The student will used doodle Buddy on the iPad to draw an illustration to match the visual images they created when reading their assigned portion of text.   ·         Repetitive Oral Reading: a passage will be selected of 50 words long. The student will read the selection aloud several times with the teacher providing guiding feedback focusing on different elements of fluency each time the text is read   ·         Think Aloud: students will read a passage from the book, to check for understanding teacher will invite the student to explain what they just read     Independent Practice:   ·          Student will read a passage from the text, 50 words and 1 to 2 sentences explaining the gist of the story.     Silent Sustained Reading: (10min) :   ·         The goal of this activity is to give the student an opportunity to engage in pleasurable, sustained reading. It is important the student select what they will read because choice increases their motivation and ability to focus. The book will be selected using the Five Finger Test: 1. Turn to a random page in the book, 2. Read the words on that page, 3. Count the number of words they do not understand, if there are five or more words then the book is too challenging, if there are between 2-3 words then the book would be a better fit.

Instructional resources and materials used to engage students in learning.   ·         The Time Machine by H.G. Wells ·         Doodle Buddy

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? What changes would you make to support better student learning of the central focus? Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

 

 

 

 

Running Record Form – EDLI635

 

Student’s Name: Quinton Mitchell_____________                Grade: __6_____        Date: ______11/14/15_________

 

Title:_____The Time Machine___________Difficulty Level of Text:____7^th grade__

Author:____H.G. Wells______________________________________      

Running Words: _147____     Accuracy Rate:__97%___         Self Correction Rate: __0___

                       

Comprehension:

                       

Page #	Text: The Time Machine by H.G. Wells		E	SC		M	S	V
	in SO I came back. For a long time I must have^ been   insensible upon the machine. The blinking succession of the days and nights was resumed, the sun got golden again, the sky blue. I breathed with greater freedom. The fluctuating contours of the land ebbed and flowed. The hands spun backward upon the dials. At last I saw again the dim shadows                                             Decant of houses, the evidences of decadent humanity. These, too, changed and passed, and others came. Presently, when the million dial was at zero, I slackened speed. I began to recognize our own Pretty petty and familiar architecture, the thousands hand ran back to the starting-point, the night and day flapped slower and slower. Then the old walls of the laboratory came round me. Very gently, now, I slowed the mechanism down.		1           1     1					V           V     v
	Totals:

 

H.G. Wells (1866–1946).  The Time Machine.  1898.

Chapter XII.

 

‘SO I came back. For a long time I must have been insensible upon the machine. The blinking succession of the days and nights was resumed, the sun got golden again, the sky blue. I breathed with greater freedom. The fluctuating contours of the land ebbed and flowed. The hands spun backward upon the dials. At last I saw again the dim shadows of houses, the evidences of decadent humanity. These, too, changed and passed, and others came. Presently, when the million dial was at zero, I slackened speed. I began to recognize our own petty and familiar architecture, the thousands hand ran back to the starting-point, the night and day flapped slower and slower. Then the old walls of the laboratory came round me. Very gently, now, I slowed the mechanism down.

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                                                   Reflection entry

      The running record assessment is a great assessment tool for reading fluency and accuracy.  Conducting a running record assessment was an interesting experience as it helped me to determine the reading level and reading fluency of the student. In addition, the running record assessment provided feedback about the fluency, reading level and reading accuracy of the reader.  Conducting a running record assessment was an insightful experience as it provides useful data on reading skills of the student. Having the skill to conduct a running record assessment provides the opportunity to construct mini lessons to improve struggling areas of the reader. The assessment also provides insight to address reading strategies or skills the reader needs to in order to improve reading fluency. The experience using the running record assessment provided me with the knowledge needed to improve the students’ oral reading and identifying error patterns in reading that need to be addressed. The running record assessment I think is also beneficial in identifying students with serious reading issues that may require an Individual Educational Plan.

     Overall, I felt excited to conduct a running record on an actual student; I think this reflects on the learning they have obtained from school.  The results of a running record assessment acts as a tool for providing feedback on a student’s reading progress. Using the running record proves to be very helpful in determinig the reading fluency of the student and also the reading level. I think this t  tool is beneficial in maintaining a student’s appropriate reading level. In addition, performing a running record assessment establishes a great base line to improving a student’s reading fluency and helps to inform the instructor what areas that need more focus to improve the reading ability of the student. After learning the technique of taking a running record assessment I would implement this tool in my classroom to become aware of what students need or don’t need additional reading instruction.