Ana Martinez Miscue Assignment Professor Rich March 28, 2013 Running Record On February 28, 2013 a running

record was conducted. The running record focuses on determining where a student stands in their reading skills. The running record focuses on the fluency of reading, self-correction and problem solving your way though the pronunciation of words, and comprehension. The purpose of the reading record is to define where the student stands in their reading level and to target the strengths and weaknesses of the student. In order to conduct a running record, the student must be given a short passage and a couple of comprehension questions regarding the passage. Students will read the passage out loud and while they read the teacher will record any errors in pronunciation, and any substitution. Recording the errors will allow teachers to use the running record as a reference and see what the student struggles with, therefore can allow teachers to develop lesson plans or activities to address any problems. This will also give the teacher the chance to help the students apply different strategies to assist their reading skills. After reading the passage students are given a series of comprehension questions. It will ask questions that deal with the story and determine whether the student understood what he or she read. Throughout the entire process the teacher cannot provide any assistance. The running record was conducted on Annel. Annel is a third grader in Ms. Vigentss classroom. Annel is always willing to help students out whenever she can.

When activities and games are presented in the class, she is always willing to interact and participate, if it does not require to much reading or writing. She is very helpful to her peers and is always looking for ways to help them. Annel is a student that struggles with reading and math. She is pulled out of the class for extra instruction on both subjects. Annel is always hesitant to participate because she knows she struggles with her work. She attempts to avoid all assignment and gets off topic in order for her not to complete assignments in class. There was an incident where she, as well as the rest of classmates was asked to write down any observations of their crayfishs habitat; the observation does not require an extensive explanation but Annel attempted to create any excuse not to complete the assignment. I glanced at her paper and found very little writing on it. She is aware of her weaknesses causing Annel to avoid her work. Annels fear of being laughed at for answering incorrectly and failing causes her to deviate from her work, which results in having limited practice which then affects her performance because she is not addressing her issues. Annel was asked to come to the front of the class and sit by the teachers desk during reading class and was asked to read a short passage from the book Flood by Linda Stracha. From the start Annel had difficulty sounding out certain words. She had replaced drummed with drumbling, windowpane with windplane. She was not clearly looking at the word and would substitute some words. At times she was unable to sound out words and would use context clues to figure out what word seemed to apply. She was able to problem solve her way through a difficult word. This problem continued throughout the rest of the running record. Throughout the passage she would stop and ask questions. For example, she read a sentence that contained the word bank,

referring to the end of a river, but she was not familiar with bank used in that context therefore asked, What is a bank? She was required to figure that out on her own because she was not allowed any assistance. Having to stop and sound out words and ask question, her reading fluency was affected. She lacked independence and would forget to stop at periods. Her tone of voice remained the same, despite the dialogue and the different punctuation marls. She would attempt to read quickly to get the assignment over and done with. Annel was able to problem solver her way through certain words she could not pronounce for example, she first read basssment but then realized it did not make sense and read it again and this time she said it correctly, basement. Despite several self-corrections and her confusion on certain words, Annel was able to answer the comprehension questions correctly. One of the questions was, When Zac woke up in the morning, what was different about the river? She answered, The rive was almost at the bank. It was going higher and higher and over flowing. It was pouring and drumming. One of the possible answers was, river higher and flowing fast, indicating she answered the question correctly. I had asked Ms. Vignets of every student has to read the same passage; she informed me that they all get a different short passage depending on his or her reading level. The passage given to Annel was level K, which indicates that she is at a first grade reading level. After the running record was conducted, Ms. Vignets determine that Annel will remain in Level K. To increase Annels reading fluency, a method I would use is to have her read small passages and have her record herself. By having her record herself she can hear how she sounds like when she reads. The teacher can pinpoint what Annel struggles with

and can help her focus on improving her skills. By hearing herself read and having the teacher explain what she needs improvement on, she can make the connection between the two to help her improve her skills. I would also model proper reading behavior. I would make sure when I read out loud I would focus on expression, my tone of voice, proper hesitation at punctuation marks, and word accuracy. By modeling, Annel would learn what is expected of her when she reads and can begin imitating proper reading. By exposing Annel to more read aloud, Annel can hear the change of tome on the readers voice and can hear proper hesitation. By providing Annel more passages to read that will expose her to different styles of writing and new words will allow Annel to begin developing her reading fluency. Another method I found to be very beneficial to increase reading fluency is Readers Theatre. This activity asks students to adapt a text and act it out orally in form of a play. Having Annel involved in a role-play will benefit her because it engages her in a purposeful and repeated practice with text as well as explicit practice and modeling of the prosodic elements of English. This activity gives Annel the opportunity to see, discuss, and practice reading with all the prosodic elements in place. It will also help with grasping better understanding of the text and learn to properly express the meaning of the text. There are several methods to help Annel build her reading fluency and exposing her to more text will also expand her vocabulary.