Running Record - Keystone

*Link to the Text: https://docs.google.com/document/d/1BAqj_zDto-3vaJsroU-bBGhvYCZihypnGHTeQK_nHTE/edit?usp=sharing

*Mini - Lesson Plan: https://docs.google.com/document/d/1D17qGCYiAKGmv2fSQcMOHldIwFFerwWJIu-2wKFUThY/edit?usp=sharing

Running Record:

Retell Scoring Form

(JG - asked me not to use his real name, he saw me writing notes, and was so cute, he started asking me what I was doing and why, since I am not his teacher and he was not accustomed to these types of assessments, so I am honoring that request)

After concluding the running record with JG I determine that his accuracy rate was 91% on his instructional level. An accuracy rate of 91% indicates that he was just about at his instructional level. Most of J's errors were related to meaning and his self corrections were often visual. He just gave up on the words alley, backyard and chickens ( I was a little surprised he missed chickens, being that it was in the title, however maybe he was not paying so much attention to the title). He did attempt Tucson, especially given the phonetic sound in parentheses, but got very confused. He did have good comprehension and answered questions about details and made predictions about what might happen as the chicks got older. He had background knowledge about how chickens hatch and how they need to stay warm and eat to live his error rates was 1:13 and self correction rate was 1:5 The book was on his instructional level, although it bordered on challenging.

Were I his teacher I would note that he is able to get the basic message of the text and content. He uses meaning cues and visual cues and tries not to let errors stop him. He was interested in the story, but doesn't want to “waste time” with accuracy.

I would use this to evaluate his level and group him with students with similar needs. He needs to look more closely at words. I would do it often enough to monitor his progress.

My Reflections Document on Google Docs

Week #7 assignment 3

1. Explain the three levels of words and how you can use word levels to decide which words to teach.
• Easy and everyone (should) knows -
• Should not require any teaching.
• Appear often and we need to know
• The main focus should be on this level. They are not as difficult as the last level but appear in many more contexts in everyday life, so it makes sense to invest a lot of time here
• Highly technical - words really based in specific arenas, like scientists or doctors or engineers, words that most people likely will not need. These words can be important within a subject matter but otherwise may not add much value to emphasize. 
2. How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words?When do you provide this instruction?  
• You teach by taking an example within class discussion. As the teacher in the video did with Charlotte's Web and salutations, showing the students that context can indeed lead to the understanding of a words definition. 
• I would provide this instruction when context will help, sometimes the author does not provide a clear enough context and you need to ask, or look it up.
3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?
• He mentions he really does not see a need to introduce external words but to use the words within the materials the students will already be working with. 
• During read aloud pay attention to the words and which categories they fall under and whether it may be worth making sure the students understand their meaning.
• Show the students how to unravel the meaning using context
• Ask the students to deconstruct the word and see if they can recognize the root of the word to extract meaning.

Week #7 assignment 2

1. How can you ensure that your struggling readers have access to texts they can easily read?
   
• Quantity - but not of the same book or same level, have books for all the levels of your students, and many books per level. If not in book form there are also print-outs you should obtian. Also have many books on many different topics to engage the students interests
2. How can you foster a learning environment in which students have many opportunities to practice reading?
   
• You want to have books that students will succeed when reading. Have books that students will read almost with ease. 
3. Describe ways in which you can model fluent reading in your classroom throughout the day.

• Read aloud is a great tool to model fluent reading, this may be the only fluent reading a student may hear. When assessing a student, allow the student to finish the sentence even if they make a mistake, ask the student if the sentence makes sense. What this does is it prevents students from pausing in between words to do a "traffic check" to make sure they did not get any mistakes. 

Week #7 assignment 1

1. What texts and materials do teachers have in their classrooms that support students' development of fluent reading?
• Level appropriate books
• Posters with common sight words, phonetic/rhyming words
• Workbooks
• Magnetic easel and magnetic alphabet
• Spelling words of the week on the smartboard
• Spelling tests/bees
  
2. How do they select vocabulary to teach in all areas of your curriculum?
• Based on the level of the students, plus some words they do not know to expand.
3. How much time do they allocate to word study?
• Varies on the day but around 15 to 20 minutes for dedicated word study
4. What word study routines do they teach and encourage their students to use?
• Study site words
• Handouts to be filled in
• Games
5. How do they differentiate instruction and tasks based on their students' needs?
• Which words to focus on will vary based on the how much the student knows, progression is only when the student knows the words and understanding, even if the class as a whole "moves on"

Link to my Fluency and Word Study Chart

Week 6 assignment 3

My lesson plan for Phonics 
Enjoy!

Week 6 assignment 1

You can find my Lesson Plan here