Running Record Reflection

Kylie Hubbard

Running Record Assessment and Report

EDLI 635

Dr. Hsu

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

The first time I implemented a running record was for this class during our practice sessions. This was also the first time that I had heard of using a running record for an assessment of a students reading level. I found the videos/tutorials, texts, practicing running records, and class discussions to be extremely helpful when I had to conduct my first creditable running record. In all honesty, I did not realize the running record and the miscue analysis were the same material. I thought the running record and the miscue analysis were completely separate forms; however after further research I discovered that in fact the miscue is the type of errors the student makes while reading the passage, which is accumulated from the running record form; while the running record is to determine the reading level. Once I was able to clear those details up I was much more comfortable completing the assessment accurately.

Including your immediate reactions, thoughts, and feelings.

            I was originally very nervous that a student would not be willing to sit with me to complete a creditable running record and I addressed this with my cooperating teacher. She informed me that she had just the student in mind and not to worry about it. The student was great! My cooperating teacher advised me that she was reading at a lower level. The passage I selected to use, as an assessment was a high 4^th and low 5^th grade level.

The first thing the student struggled with was reading the characters names, while I told her every characters name is important we do not want to get hung up on them. As the student continued to read the passage she demonstrated a large amount of visual and meaning errors and self-corrections. She had a lot of difficulty with her verb tenses, which is why the mini lesson is based on verb tenses. For the mini lesson students will create sentences using the words they incorrectly placed verb tenses on. Through this exercise I hope that the students will be able to recognize when to use certain verb tenses and when not to, as well as being able to identify them in a sentences.  The student was very proud of her ability to retell the story in great detail, but still struggled with the pronouncing the names. After completing the retelling scoring form, the student’s score was a 16 out of 18, and reading at a skilled level. In this case I would then advise that she be reassessed with a harder passage. I was also impressed with her retelling skills.

Including review of your learning from the experience.

Upon completion of the running record I realized how import it is for young students to develop their fluency and reading comprehension skills early on. It was clear that my student has experienced and understands how to read a passage or text. However, she needs to develop and fine-tune her fluency so she will be reading at grade level by the end of the year. She, along with any of her classmates who struggle can achieve grade level fluency by preforming read alouds, guided readings, and at home reading to strength their comprehension and thinking skills.