Reflection: Grade Book and Data Analysis Assessing Readers With a Leveled Text Passage - Section 3: Retell and Questions


I am sad to say that soon after I tested this student he moved out of state.  He was really started to make some gains in reading in my classroom.  I had a good relationship with him and I knew I could teach him to read.

AS I analyzed the two videos I made while giving him the running records, in some ways he almost read the harder level- the J story-  better than the easier story.  I think this is for two reasons.  The first story Punched Paper was a story about two kids in a classroom who were making decorations for a class party.  The story line is very familiar to students and the pictures supported the vocabulary such as paper, crayons, storage closet, etc.  While the second story which was intended to be easier had a trickier plot.  The girl in the story was imagining she was at a rodeo as she prepared for and traveled to school with her mom.  This story was harder conceptually because the content was about a rodeo.  The student was not as familiar with the concept of a rodeo and this story added in the dule story line of what was going on in her head with what was actually happening in real time. I think this makes the story harder to comprehend.  Also on the second story the student was getting tired mentally.  His stamina was waining.  Another problem was that some of the students in the classroom were getting restless because I was still working with just one student.  It is early in the year, and some of the students are not as independent as they will become with continued practice in developing their won reading stamina.  As a few of the students were out of their seats and talking, it tended to distract my reader.  This is one of the many challenges of assessing readers in the classroom.  The rest of the students need to be doing the right thing and reading- so that their behaviors do not impede the reading of the student being tested.

Additionally, I want to address the kinds of errors the reader made.  AS I analyzed his miscues, I noticed that they were mostly because the student was only relying on one system to comprehend.  The visual cuing system.  When he missed a word it was because he was just noting the beginning letter, He was not using meaning  or syntax to figure out new words. This information is important in determining the kind of instruction the student needs to make reading gains.

Here is a Prezi of the three cuing systems that teachers can track and teach to students to help them use all three cueing systems. 

  Analyzing a Running Record
  Grade Book and Data Analysis: Analyzing a Running Record
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Assessing Readers With a Leveled Text Passage

Unit 3: Skills and Strategies
Lesson 9 of 10

Objective: Student will fluently read a short book or excerp and retell it answering two literal and inferential questions

Big Idea: Determine Students' Just Right Reading Level for Independent Reading with Running Records and Questions

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