Assessment Base Reading Instruciton Case Study
The purpose off running record is a tool used to determine Nor recognition reading fluency reading strategies, self- corrections, and comprehension. It is an individually conducted formative assessment which is ongoing and curriculum based.
It provides a graphic representation of a student’s oral reading, identifying patterns of effective and ineffective strategy use. This method was developed by Marie Clay, the originator of Reading Recovery. Running records helps document reading progress over time. Help teachers decide what students need to learn and matches students to appropriate books.
We want to future all the behaviors to help interpret what the child was probably doing. Everything the child says and does tells us something: when the reading is correct, “hat his hands and eyes were doing, the comments he made and when he repeated line of text.
Setting for the Assessment Library setting, after school. This was the only time available. Select a book that is the child’s reading level. Explain to the child that he or she will read out loud as you observe and record his or her reading behavior. Sit next to the Child so that you can see the text and the child’s finger and eye movements as he or he reads the text.
Use running record form.
As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a check mark above each word that is read correctly. If the child reads incorrectly, record above the word what the child reads. If the child is reading too fast for you to record the running record, ask him or her to pause until you catch up. Intervene as little as possible while the child is reading. If the child is stuck and unable to continue, wait 5 tool seconds and tell him or her the word.
If the child seems confused, indicate the mint of confusion and say, “Try again. Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning.
She had trouble with middle and end. She did know the main idea but could not list supporting details. I would move this student too higher level text. This text was easy for the student. Analysis of the Assessment Results She missed boredom, I told near the word.
She changed plan tort idea, setting, main idea but could not list supporting details. This student needs practice in telling story in sequence.
She had issues with middle and end. I think she was going for a fluency score and read too fast. She had problems orally retelling middle and end. This level is an appropriate level for this student.
I will use the results to plan for this student. Teaching purposes for running records. To find a book level appropriate for a child. Check a child after a series of lessons. Evaluate whether a lift n text level is appropriate.
Observe particular difficulties in particular children in order to modify instructional emphasis. Evaluate in order to place a child in an appropriate instructional group, class or school.