running record and reflection

Candidate’s Name: Paul De Carlo    

Grade Level: 2^nd grade

Title of the lesson:  The Great Zoo Escape

Length of the lesson: 20 minute mini lesson (running record)

Central focus of the lesson Student will be able to recognize the main idea and the environment of the story. Student will be able to self-correct word recognition as well as meanings of words and phrases.

Knowledge of students to inform teaching ●     Students currently read based on their skill or grade level. Students within the class read either at, above, or below their current grade level. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given spelling and oral language quizzes every Friday to assess their knowledge.

Common Core State Standards CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) ●     Students will be able to describe the setting of the story as well as analyze the main idea. Vocabulary ●     Students will be able to analyze, categorize the main idea using word recognition of familiar and unfamiliar words. ●     Creature, animals, amphibians, cheered, shouted, flock, ostrich. Sentence Level ●     Suffix ending of a word and its sound to identify word tense. Sentence structure.Fluency. Discourse ●     Text structure would consist of the correct spelling, pronunciation, and recognition of different words. Conversation, discussion. Fluency.

Learning objectives Students will recognize similar spelling of words with different meanings. Students will decode words of one syllable. Students will understand how to self-correct mispronounced words. Students will reread and sound out unfamiliar words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●    Formal assessment- students will tur and talk to a partner to discuss their evaluation of the passage and an experience that they once had at a zoo. Informal assessment- Students students will reread the passage and will write and draw an experience that they had at the zoo.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●      Students will read aloud the passage The Great Zoo Escape as a group. 5 minutes ●     Students and the teacher will discuss what the main idea and environment of the story is. 10 minutes. Students will write a short explanation of the main idea and environment of the story as well as an experience that they once had at a zoo. 10 minutes. Struggling students and students with IEPs will be permitted to illustrate an experience that they had at a zoo. They will also be given a copy of the passage in larger font and be required to sit in the front closest to the teacher.

Instructional resources and materials Smartboard Large lined paper Pen/marker List of words Work sheet Quiz sheet

Dr. Hui-Yin Hsu Spring 2014

Reflection:

The student Andrew that I did my running record with is a 2^nd grader that reads on his grade level with minimal errors. The running record began with Andrew taking the lead and reading the passage The Great Zoo Escape on his own. I supervised Andrew as he read to record his miscues as well as his comprehension, punctuation, and pronunciation of all words and phrases (sentence structures). Andrew read the passage at a decent pace and only seemed to have struggled with pronouncing words that were unfamiliar to him. He struggled to pronounce words such as ostrich and flock. These two words are not very common in passages. However, Andrew was able to reread and sound out the words to pronounce them correctly. Andrew also made some visual mistakes such as saying animal instead of animals. As he progressed through the passage he began to pay closer attention and made less visual mistakes. The final mistakes that Andrew made where in regards to sentence structure, tense of words, and pronunciation. He would read cheer and shout, instead of cheered and shouted. Andrew made several errors in total mostly visual and only two structured. His overall accuracy rate was 92.7 percent and his error rate was 13.85. These data would conclude that Andrew is a proficient reader for his grade level. I never performed a running record, prior to doing one I never knew what it was. This is definitely new to me as far as evaluating a student’s reading level. I plan on teaching mathematics at the high school level, so I will not be doing much of this. Generally teachers at the high school level use a computer based evaluation program known as the NWEA Map testing. The students are required to take two exams twice a year; Mathematics and ELA. I feel that the NWEA Map testing is great for someone such as myself who isn’t an expert in ELA to evaluate their students reading levels. However, the running record is more of an in depth, hands on evaluation that will better assist an ELA teacher.