he does it well. Many of the students were struggling with writing about what the book means toyou, as opposed to just a summary. To show this growth over time, I took a reading response thathe wrote at the beginning of the quarter and compared it to one that he did later on. After Ms.
Newman gave them instructions on reflecting instead of just summarizing, Noah’s work instantly
improved. This shows that he can follow directions and has the ability to do the work. I can tellby his writing that he really enjoyed the books he was reading.One of the other student teachers working in my classroom did a running record withNoah. He read an excerpt about Cassiopeia. Although there were some tough words in thereading, he was able to score a 98.3% in terms of the amount of words correct. Whenever hewould mix something up, he would usually self-correct himself. He is not a particularly fastreader but he was very accurate with the words. He also asked for help on some of the tougherwords that this passage used, which was very reasonable for a 4
grader. If I had done my ownrunning record, I would have possibly used a different passage that used more familiar words.During the first quarter my teacher performed DRA testing. Noah was reading belowgrade level last year and worked really hard to be at a 50 now. He scored a 6 out of 8 on readingengagement, a 13 out of 16 for oral fluency, and a 19 out of 24 in comprehension.Comprehension is the main category looked at which is the area that Noah struggles in the most.He was very hesitant when he was reading for the DRA, which could have potentially been dueto nerves. As I observed this DRA being done, I felt that he was trying to read the passage just tobe done with it, he was not reading for comprehension. I think this was made apparent whenlooking at his answers after reading the story.
When I looked at Noah’s written responses, it was clear that he was not doing a thorough
job; he was doing the work just to get it done. Ms. Newman made it very clear that the students