One thing I am going to try is the use of a clipboard assessment tool to take notes during independent reading and literacy work stations. Also I am going to try to keep a file with index cards for each student to take anecdotal notes during small-group instruction. The frequent use of running records as part of the warm-up before kids read a new book is another great idea for use with small group instruction.
I like the idea of choosing a particular student in a group to complete a running record as a warm-up, while the other students are reading. Completing running records can become very time consuming, especially for higher readers who are building comprehension and have to retell the story, make connections and explain the author’s purpose. Therefore, the idea of completing a running record while meeting with a group helps with time and provides the opportunity to complete more than one running record within the day, so that you can assess when students are ready to move on the next level. Using running records as a warm-up before the entire small group reads, can allow the teacher to address a specific teaching point, help reinforce a reading strategy a child is using, or to emphasize something new the teacher would like that child to try as he or she reads that day.
I will create anecdotal notes on index cards that I can refer to when planning a lesson for a certain group by pulling a child’s card at his or her place at the table so it’s ready for me to write notes on it while listening to the child read. Then I can go back and make notes if the student is still struggling and tailor more lessons to what the child or group needs more help in.
I can analyze running records to find out specific information about each of students' weaknesses in decoding (meaning, structure, visual cues). I can use this information to plan my instruction according to my students' needs. I can also adjust my instruction by reviewing and reflecting on my students' anecdotal notes on a daily basis.
I can improve the use of running records and anecdotal notes by analyzing the data more carefully and noting specific areas of difficulty. I can note strengths and weaknesses in decoding (meaning, structure or visual cues) This information will guide me in planning for instruction on a daily basis. I can also share this information with the classroom teacher.
By analyzing the errors on a daily basis this way it will help me know what type of phonic errors the children are making and is needed to be addressed. As stated in the book, it should facilitate to observe the reading behavior and it helps you in two ways, one to place them in the correct small reading group for optimum instruction and the other is to implement the appropriate teaching point.
These records help you learn reading behaviors, such as miscues and phonemic errors. It allows you to determine reading level for small group instruction and determining whether you need to move students to another group.
I believe that a way to improve the use of running records and anecdotal records is first to be consistent in their use. In the upper grades we are not used to performing too many running records, but when necessary they provide valuable information that can help improve student's fluency. As far as anecdotal records, those are expremely valuable as well, it's just again, we must be consistent. I think one way I can improve their use is to write them more as brief notes and at the time I make my observations (while working with small groups). Sometimes I observe behaviours and make a mental note, then forget to write it down later. I like the idea of using the running record as a warm up also, because students can become accustomed to that systema and they practice fluency as well.
Analyzing the type of errors the students are making, and prompting for the cues that the students are neglecting. Also, praising for the cues that they are using to reinforce them.
6. I will complete a running record during warm-up while the other students are reading different books from their book bag. This will help me continue to meet the needs of the student, and examine if the student has mastered previous skills taught in whole and small groups. I will use the running records to show my students reading progress.
One thing I am going to try is the use of a clipboard assessment tool to take notes during independent reading and literacy work stations. Also I am going to try to keep a file with index cards for each student to take anecdotal notes during small-group instruction. The frequent use of running records as part of the warm-up before kids read a new book is another great idea for use with small group instruction.
ReplyDeleteI like the idea of choosing a particular student in a group to complete a running record as a warm-up, while the other students are reading. Completing running records can become very time consuming, especially for higher readers who are building comprehension and have to retell the story, make connections and explain the author’s purpose. Therefore, the idea of completing a running record while meeting with a group helps with time and provides the opportunity to complete more than one running record within the day, so that you can assess when students are ready to move on the next level.
ReplyDeleteUsing running records as a warm-up before the entire small group reads, can allow the teacher to address a specific teaching point, help reinforce a reading strategy a child is using, or to emphasize something new the teacher would like that child to try as he or she reads that day.
I will create anecdotal notes on index cards that I can refer to when planning a lesson for a certain group by pulling a child’s card at his or her place at the table so it’s ready for me to write notes on it while listening to the child read. Then I can go back and make notes if the student is still struggling and tailor more lessons to what the child or group needs more help in.
ReplyDeleteI can analyze running records to find out specific information about each of students' weaknesses in decoding (meaning, structure, visual cues). I can use this information to plan my instruction according to my students' needs. I can also adjust my instruction by reviewing and reflecting on my students' anecdotal notes on a daily basis.
ReplyDeleteI can improve the use of running records and anecdotal notes by analyzing the data more carefully and noting specific areas of difficulty. I can note strengths and weaknesses in decoding (meaning, structure or visual cues) This information will guide me in planning for instruction on a daily basis. I can also share this information with the classroom teacher.
ReplyDeleteBy analyzing the errors on a daily basis this way it will help me know what type of phonic errors the children are making and is needed to be addressed. As stated in the book, it should facilitate to observe the reading behavior and it helps you in two ways, one to place them in the correct small reading group for optimum instruction and the other is to implement the appropriate teaching point.
ReplyDeleteThese records help you learn reading behaviors, such as miscues and phonemic errors. It allows you to determine reading level for small group instruction and determining whether you need to move students to another group.
ReplyDeleteI believe that a way to improve the use of running records and anecdotal records is first to be consistent in their use. In the upper grades we are not used to performing too many running records, but when necessary they provide valuable information that can help improve student's fluency. As far as anecdotal records, those are expremely valuable as well, it's just again, we must be consistent. I think one way I can improve their use is to write them more as brief notes and at the time I make my observations (while working with small groups). Sometimes I observe behaviours and make a mental note, then forget to write it down later. I like the idea of using the running record as a warm up also, because students can become accustomed to that systema and they practice fluency as well.
ReplyDeleteAnalyzing the type of errors the students are making, and prompting for the cues that the students are neglecting. Also, praising for the cues that they are using to reinforce them.
ReplyDelete6. I will complete a running record during warm-up while the other students are reading different books from their book bag. This will help me continue to meet the needs of the student, and examine if the student has mastered previous skills taught in whole and small groups. I will use the running records to show my students reading progress.
ReplyDelete