Running Record Project (reprise)

Including your response to the first experience implementing the running record assessment

For me conducting the running record was a way for me to carefully measure out a student's reading and comprehension skills. When I looked at the instructional videos, I took my cue from there and used them as a guideline to go by when applying the running record to the student and what else to do after it is completed.

Including your immediate reactions, thoughts, and feelings

My immediate reaction after conducting the running record was one of amazement as the student I did the running record on turned out to be near flawless. Her reading and comprehension skills truly stood when it came for her not only recite what she was reading but its meaning as well. She proved to me that she more than understood what it was she was reading and read it at her grade level. While conducting this running cue, I also got the impression that this is a very special student who has loads of potential, is very alert, and was able to communicate with me in a way that was perfectly understandable in the way she expressed herself and showed she can pick up on things very fast making seldom mistakes in her reading. 

Including review of your learning from the experience

          
What I learned from this experience is the potential certain students possess you probably would not pick up initially off the bat as the student started out a little shy as I introduced myself but as she got a little more comfortable by the time I did the running record on her she turned out quite smart with the potential to go very far not only academically but also career-wise as well provided she remain on the path that she is on.

  

                                                        Learning Lesson

Candidate’s Name:Earl Holder

Grade Level: 1st Grade

Title of the lesson: Max The Dog

Length of the lesson: 20 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions:  -what do you want your students to learn? To read with clarity with less mistakes. Not to mention learning new words the student may not have been familiar with before -what are the important understandings and core concepts you want students to develop --- -within the learning segment? How to read at a more steady pace, how to memorize and recant what they've read as a way to strengthen their cognitive abilities. Extend their vocabulary and integrate it in their everyday language

Key questions: What do students know? How to pronounce words more clearly What can they do? Read more efficiently and clearly express themselves What are they learning to do? Become better readers and orators What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Enough to determine either why they are able to keep up or why they are falling behind. The students' family and living environment plays a very crucial role to how a student performs in school and doing these reading exercises can a teacher to see where a student is academically and where the problems may lie if there are any.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use   The students reading speed level is average Whatever stumbling roadblocks the student ran into, she was able to successfully overcome by simply sounding out the words. A key learning task would be for the student to comprehend what he or she is reading To properly sound out what you can not understand when it comes to reading out the words

Learning objectives 1. Making sure student understands how to read   2. Making sure the student comprehends the passage 3. Making sure student can overcome any difficulties pronouncing certain words

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Having student read the passage Have student carefully sound out the words they are having difficulty with Help the student sound out their mistakes Test the students memory in recalling what the story was about

Instructional resources and materials used to engage students in learning. http://www.docstoc.com/docs/61844722/First-Grade-Printable-Reading-Worksheets

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? No, it was only done for one person What changes would you make to support better student learning of the central focus? Get them to ask any questions that might concern them Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. It can improve learning for the student once they begin to feel more apart the exercise besides being asked to read and recant.