Brandy Blanchard
EDLI 635 Fall 16
Running Record Reflection
For my running record assignment, I worked with a fifth
grader in a class for students with developmental delays. The student I chose
reads at a first-grade level currently. The classroom teacher provided me with
this information and suggested I choose a shorter passage for this student. The
passage consisted of 85 words and was a short story about a dog and cat.
One thing I noticed right away about my student is that
he had a difficult time with sight words. He would often confuse words that
looked similar (ex; bike and back) because he would see letter that he knew and
guess at the word. The student did not read fluently and read very slowly.
After completing a running record of the student, I found that he only had an
accuracy rate of 84% and an error rate of 1:6. For every error that the student
made, he only read six words correctly. This told me that the passage was too
difficult for the student although that was the suggested level from his
teacher. The student also did not self-monitor or correct his reading and was
not comprehending what he read.
For a mini lesson for this student, I designed an
activity that would focus on quickly reading sight words and being able to
differentiate one word from a similar looking word. I thought it was important
to go back to the basics with this student. Before he can work on decoding
unknow words, he needs to recognize frequently used words and be able to tell
whether or not that word makes sense in a sentence.
Overall I enjoyed the running record activity. The miscue
analysis sheet and equations helped gather so much information on a student in
a fairly short amount of time. A running record is definitely something I will
be doing in a future classroom to assess and improve student’s fluency and
comprehension throughout the school year.
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