READING

& RETELLING ASSESSMENT & TEACHING RESPONSES

Assessing Oral Reading
1. Running Record coding sheet, scanned and uploaded as pdf

Mark substitutions, omissions, insertions, corrections and unsuccessful corrections

2. Analysis of Readers Flexible Use of All 3 Cueing Systems:

We want to help the reader use all the cueing systems flexibly.
Which cueing systems are used effectively? Is the reader predicting and confirming while
decoding?
The reader uses the meaning and syntax cueing systems effectively. The reader predicts words
while decoding but does not confirm. The reader neglects paying attention to word endings. For
example, the reader will read the word seems when the correct word was seemed. The reader predicts
but does not confirm the word by checking the word ending.

Which cueing system(s) would you focus on for this reader? Why?
I would focus on the visual cueing system with my reader. I would focus on visual because my reader
often reads aloud the wrong form of the word or the wrong word ending. For example, my reader would
read keep when the word was kept and my reader would read the word act when the word was acted.
The words my reader read made sense and worked syntactically based on what they read, but my
reader was not using their visual cuing system to say the correct word.

3. Observed Literacy Practices:

Mark which of these practices is the reader using? (Focusing on strengths)
Makes predictions for unknown words
Stops to problem solve

Problem-solves w/o stopping
Self-correcting/rereads for each miscue
Self-correcting only when needed
Makes connections T-S, T-T, T-W

Retells in depth
Draws conclusions
Adapts to genre: scans for information, reads critically

Now, describe what this reader did while reading the book. What literacy practices do you notice? Was
the reading easy, hard, fluent, meaningful, etc. Why do you think so?

The reader made predictions for unknown words while reading the book. The reader often used the
pictures in the text to make predictions for the words. Furthermore, the reader used the context of the
text previously read to predict words. The reader also asked questions and made connections while she
read. She often asked questions about images she saw in the book. The reader also connected the text
to herself. When the student read that the character in the book was embarrassed of their idea, the
student commented that she understood from school that sometimes bullies make fun of peoples
ideas. The reader was able to retell the story accurately complete with detail. Moreover, the reader was
able to conclude that the book encourages people to be proud of their ideas.

I believe the reading was meaningful for the student. I think the reading was neither too easy nor too
hard for the student. The student struggled with unknown words; however the majority of the errors
the student made did not change the content of the story or the students comprehension of the story.
However, the book was a bit abstract. My student didnt comprehend that the egg in the story
represented ideas until the very last page of the text. Therefore, regarding comprehension, I think this
story was more difficult.

Assessing Retelling
4. Describe the Childs Retelling: Describe in detail the childs retelling. Did the child
include the important/main idea(s)? Did the child include supporting details?
If the child read a fiction text, did the child:
include main/ significant characters
retell the story in order
include the problem and solution (if in text)

My student was able to retell the story What do you do with an idea? in detail. The student
included the main character, the little boy and the egg. These were the only too significant characters in
the text. Furthermore, the student was able to retell the story in order. The student detailed how the
little boy found the egg or idea, how the egg followed him, how he was embarrassed of his egg, how
he began to pay more attention to his egg, become friends with his egg, and finally share his egg. The
student was able to conclude that in the end the little boy became proud of his egg or idea and he
became much happier. The student was able to conclude that the boy shouldnt hide his idea because
he was much happier and could do great things when he shared his idea.

5. Retelling Analysis: How well did the reader understand the text?
Which information did the reader retell without prompts?
With prompts?
Which prompts did you use?

I did not use prompts with my student. I only said to my student Now I want you to retell the story to
me. Tell me what happened in the beginning, middle, and end of the text. Therefore, the student was
able to retell all information without prompting.

6. Reader Connections:
What connections did the reader make to the text? How did these (or the lack of these)
influence the reading?
Text-Self,
Text-Text
Text-World
Other

The student used text to self connections while reading. The student mentioned
multiple times how they or people they know have been made fun of for their ideas. I think this
helped my student understand that the character in the text was embarrassed to share his
ideas with others. My student also mentioned that the people who made fun of the ideas were

bullies. I think this connection helped my student to understand in the book how the little boy
learned to ignore the people who made fun of his idea, and to be proud of his ideas.

Guided Reading
7. Text Selection:
Explain what you will look for when you choose the next text for this student to read.
How will these particular features of the text support this reader?

For the next text, I would like to choose a non-fiction text. I want to choose a non-fiction text because
my student relies heavily on pictures for meaning and pays less attention to visual cues. Non-fiction
texts often have primary sources images. These images dont always tell the story explicitly. I believe this
will help my reader to pay closer attention to the words so that she uses her visual cuing system.

8. Responding with Guided Reading
What would you do to set the stage before guided reading with this text to support this
reader? How would you introduce the text?

In order to set the stage before guided reading I would give a little background information on the non-
fiction event explained in the book. I would also remind the reader that this is not a test and that I am
just going to listen to the way they read so that I can help support their reading strategies. I also might
remind the reader that I may ask them to stop at times if I need to write something down, because my
reader reads fast. I might remind the reader to make sure they pay attention to each word because my
reader often miscues at word endings.

What would you say to this reader if stuck during reading? Which cueing prompts would you
use? Why?
If my student was stuck during reading I might say, check the picture if the picture provided context
for the word.

If the word was familiar to a word family or other words my student knows then I might say, look for
word families or words you know.

I also might suggest my student re-read the sentence or read to the end of the sentence if that would
provide context for the word.

9. Teaching Point #1: Something the reader did well and that should continue.

My student is excellent at using meaning to figure out unknown words. My student does this by looking
at the picture, re-reading sentences, or reading to the end of a sentence. I would encourage my student
to continue doing this by saying, I love how when you read and come upon a word you are unsure of,
you look for clues in the picture or within the sentence you are reading to figure out the word. This is a
great strategy to use when we come upon a word we are unsure of in the story.

10. Teaching Point #2: Use an approximation (close, almost there) to teach the reader to do
something new.

My student does a great job at using meaning and syntax to figure out words, however my student often
says the wrong word endings or form of the word. This is why I want to teach my student to slide to the
end of the word, or pay attention to word endings. My student needs to improve attending to her visual
cueing system. I might say to my student Often times when you are reading I notice that you say the
right word, but you miss the correct ending to the word. You are so close, but I want to make sure you
get the whole word correct! For example, you might say other but the word was others see how you
forgot the s there. Its important when we read that we look at the whole word. So I want you to make
sure youre sliding to the end of the word and saying the correct word ending. Make sure when you read
each word of a story you are looking at the WHOLE word.