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Assessment 3

Assessment 3

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Published by Alyssa Dekany

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Published by: Alyssa Dekany on Apr 28, 2011
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Alyssa DekanyRunning RecordAssessment Paper #33/29/11Purpose of assessment: The purpose of running records is to “follow students’ phonicsand word attack skill development through the years” (Cooter 38). Bynoting down everything the student reads, including all miscues andcorrectly read words, the teacher is able to analyze the student’sreading abilities and figure out where they need help. The purpose of having our class perform Running Records was toteach us how to use the Running Records and to show us theadvantages they have. By doing the Running Records in ourclassrooms, we were given the practice needed to correctly performRunning Records. Cooter states that it takes up to 6 times beforeteachers do Running Records correctly, and this assignment gave usthe practice we need.Introduction of Child and Setting:I preformed the running record on a six-year-old boy namedAndre. Andre is a very outgoing boy and he gets along with all of thestudents very well. He is very easy to get along with and he alwayshas a smile on his face.Andre is not one of the highest readers or writers in the class andhe struggles with certain things in the classroom, such has holding
scissors and cutting. He does not have much confidence in himself when it comes to his schoolwork. For example, one day when the classhad free reading, I asked Andre to read a book to me, and he told methat he couldn’t because he doesn’t know how to read.I chose Andre to read for me for this activity because mycooperative teacher recommended him. She told me that they haddone a reading activity the day before and he was very engaged andthat he would be a good person to ask to read for me. Shortly after thestudents arrived and the hallway was quiet and empty, I asked Andre if he would like to help me with my homework. He got very excited tohelp me when I asked him, and he followed me out to the hallway. Wesat at a secluded table at the end of the hall.Methodology for Using the Assessment Tool:I handed Andre the book and I asked him to read it to me. I toldhim that I was going to take some notes while he read, but not to getnervous. I told him that he wasn’t getting graded on his reading andthat he should just do the best he can. While Andre read to me, Ifollowed along and kept track of his correct words and miscues on aseparate piece of paper that had all of the text from the storybook.Description of My Findings: The book I chose for Andre to read was a short book with ten totwenty words per page. Many of the phrases were repeated and I feltas though it would be a good book for a kindergartener to read. The
first phrase of the book was “cookie jar”. Andre sounded out the wordcookie but was unable to read it. He then tried to sound out the wordagain. After five seconds of silence, I told Andre what the word said. The word cookie was repeated two more times throughout the book,and Andre struggled with the word both times.Andre also struggled with the words “except”, “empty”, and theword “because”. He was unable to read them, even after multipleattempts to sound them out. On one occasion, Andre read the word“what” as the word “where” but did not notice his mistake. But, otherthan these few mistakes, the majority of the story was read correctly. The pace in which Andre read the story was very slow. He wasable to read almost every word, but because he was reading it so slow,I wasn’t sure if he had comprehended what he was reading or if he was just reading the words without connecting them to what was going on.After Andre completed the book, I asked him if he liked it, and he saidyes. I then asked him to tell me what it was about because I wanted tosee if he actually did comprehend his reading. Andre was able to tellme everything that happened, which surprised me.Overall, Andre had 23 miscues. Out of these 23 miscues, Andreused the cuing systems to correct himself 8 times. Therefore, 35% oAndre’s miscues were self –corrected.How to Use These Findings to Inform Instruction:As stated in “The Essentials of Teaching Children to Read”, there

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