Jennifer Yates Professor Rich ELD 307 April 10, 2014 Running Record/ Miscue Analysis The purpose

of the Running Record is to find out where the student should be reading for their independent levels, instructional levels, and at which point that would be frustrated with the reading. The student that I used for the Running Record is Jenny, she is a third grader in Miss Belmontes class at Wicoff Elementary School in West Windsor- Plainsboro, New Jersey. The method that I used to perform the assessment was the Fountas & Pinnell Benchmark Assessment System 2, which was given to me by Miss Belmonte, and used a book on the O level, as suggested by the teacher. I assessed the student by taking her out into the hallway, to the spot where it was quiet and there were no distractions. Then I read her the introduction that was provided and asked her to read me the book. While she was reading I followed along checking off when she made an error and when she self-corrected. When she was done reading the out loud portion of the book I sat next to her while she read in silence, even though I told her she could read it out loud to herself if that was more comfortable for her. When she completed that section, I began asking her the comprehension questions that were provided. During the assessment I noticed that the student did not have many problems with the words, only a couple times did she have to go back and self-correct, but she would take long pauses between words and sentences. Another thing that I noticed was that the student broke down two of the contractions in the story, they are or theyre and did not or didnt. This only

happened one time at the beginning of the story, when the word didnt showed up again in the story she said it the way that she saw it. I also noticed that when she said a word wrong and selfcorrected she would shake her head at herself and look upset. There were a couple words that she completely skipped, and only once did she not self-correct in that situation. If she read the sentence and skipped the word she would pause and reread the sentence and point at the word that she originally missed. The word that she skipped and did not go back to was just. There were only two other times that she had errors that she did not correct, on the second page of her reading she said squealed instead of squeaked and on the fourth page she said anybody instead of anyone. The errors were minor and did not affect her understanding of the story, but is The student self-corrected six times throughout the

something that should be worked on.

reading, twice it was because she skipped the words. The times that she self-corrected she would reread the entire sentence instead of just rereading the single word. She made sure that she did not mess up any other words in the sentence before she moved on to the next sentence. After her reading I was able to calculate that her reading rate was 71 words per minute. When the student was asked questions about the text, for the most part she was able to easily answer, but there were some questions she struggled with. For the questions that related to her understandings within the text she was able to easily answer all three of the questions. When it came to the Beyond the Text questions she began to take longer pauses in between the question being asked and her response. Also there was one question that though she provided an answer, after a long pause, it was not the correct answer. When asked how Nora was similar to the kids she complained about the student responded with because Nora was lonely and had no friends. The response provided did not match the question asked, the answer should have been along the lines of because Nora was treating the new girl the same way others treated her when she was

new. When Jenny was asked that question she took a long pause and started a sentence a few times before providing her answer. When asked the About the Text questions there was only one question out of the three that she did not know, for that question she did not try to find an answer she just paused for a little bit and then responded with I dont know. I would use these findings to first focus on fluency, because the times that she had the most problems, or when she skipped a word, was when she paused the most. Then I would move on to teaching her how to analyze and look beyond the text, then I would focus on looking at the text and determining what was meant by it. I would do this because before Jenny can fully understand the text she has to be able to fluently read through the book without having to pause and go back over missed words. My lesson plan will be focusing on fluency.

Individualized Lesson Plan Subject: Fluency Rationale: To improve the students fluency when reading to help the student better understand the ideas behind the text. Standards: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. Objective: The student will be able to read more fluently in order to help the student gain a better understanding for the text.

Materials: Three Little Pigs book, Three Little Pigs audio recording, I can read this book card, iPad to record the reading. Procedures: Engagement/ Anticipatory Set: Ask the student if they would like to improve their reading out loud skills and if they like the book The Three Little Pigs. Mentor-Teach and Model: Read the Three Little Pigs to the student, being sure to demonstrate fluency, and taking pauses when it is needed. Guided Practice: Have the student read the book the Three Little Pigs out loud, and when they are done ask them to compare how I read it to how they read it. Independent Practice: Have the student listen to the audio recording of the book and continue to practice reading aloud with the recording. The student can stop reading with the recording when they feel comfortable. Closure: Ask the student how they feel they did with reading the book. Ask the student if they feel that it has gotten easier to read the more they practiced. Have the student read the book out loud for me to show me how they have improved. Also I will give the student a I can read this book card, and for homework have them read the book aloud to as many adults as they can, and see how many signatures they can get, the signature would be given when the student is able to fluently read through the book. The card would be brought back to class the next day to show how many signatures they were able to get. Assessment: The first time the student reads the book their reading will be recorded on the iPad app. After the student has been practicing and feels more comfortable with it, they will be

recorded again. Once the student returns to school the following day with their I can read this book card, the student will be recorded reading the book one last time. The three recordings will be compared to see how the student has improved.