The Child that I did my Running Record on was a 7 year old boy in 1st grade.
His scores were:
Error Ratio: 1:12
Accuracy: 91%
Self Correction Ratio: 1:5
I was actually very impressed with my students reading. He read most of the words correctly, even words that I thought he wouldn't be able to read.
One very apparent strength that I noticed he had was that once I told him what a certain word said, he recognized it the next time it came up and read it correctly without my help. For example, the word "found" is mentioned several times in the story. The first time he got to it he struggle for a while trying to sound at the word, I noticed he he didn't know what "ou" makes when it's put together so I told him, and he right away was able to figure out what the word was. Every time we got to the word "found" again he read it perfectly as he remembered that it was the word I had just taught him.
He also didn't ask for my help when struggling to read any of the words, a few times it happened that he took a while to figure out what a word said but tried his best to sound out the word on his own and didn't give.
His reading comprehension was also perfect! I asked him several questions at the end like, what is the story about? What color balls did the dog find? What does the dog like to do with each of them? Etc... And to my surprise he answered them all perfectly!!!
I think my students main (and pretty much only) weakness in reading this story was that he had a hard time sounding out longer words on his own. For example when he got to the word "another" he knew all the sounds separately, but couldn't put the word together without my intervention.
The mini-lesson that I would do with him is give him a bunch of index cards with many different multi-syllabic words. I would then have the child underline for me on each card the beginning sound of the word in one color, the second, third, (etc...) and last all in a different colors. Then together with my student I would slowly practice reading each word by breaking it up by each of the colors he underlined. I would do these types of activities with him for a few days, until I feel that he's getting the hang of it and can do them on his own. Once I feel that way, I would give him another story to read, to assess and see if he can sound out the longer words on his own.
When I was observing I saw the teacher use her hands to help the student s stretch each word. They would spread their hands, as if stretching something invisible. After they said each sound separate they would use their hand and push them together to combine the sounds. It seemed to be very successful.
ReplyDelete