Essay on Running Record Analysis

James life, causes him to struggle with his self-actualization because he does not know who he is or his true identity. However, because he knows so little about his own life, he is led to ask questions and find out answers. “Yet I myself had no idea who I was. I loved my mother yet I looked nothing like her. Neither did I look like the role-models in my life” (91). The only way he figures out who he is, is by asking questions and finding bits and pieces of information. He struggles greatly with himself, and the only way for him to know himself is to know his mother. This gets back to the idea that the parallelism between him and his mother, or chapters 9 and 10, helps him in his

Running Record is used by teachers to assess students’ reading performance as they read from the benchmark books, specially selected books chose for assessment purpose. It is a very valuable tool to identify patterns in students reading behavior that allows to see strategies students used to make meaning of individual words and texts as a whole. The information teachers get while doing a running record helps to identify error, reading accuracy and students

One assessment that I did with my student was three running records. I did a Level J book, a Level I, and a Level H book. For the first book, Level J, she got an 85% which was not high enough to be her reading level. I then went to a Level I book and she got an 92% which was still not high enough to be her reading level. The last book I did in my running records assessment was the Level H book and with that book she got a 95% which was high enough to be her reading level and she does a great job reading books at that level.

Finally, in the short story, The Cog, Charles E. Fritch uses authors crafts to describe the moments of how he feels at that current moment. A example of this in paragraph 24, James feels a “jab of jealousy.” This means is that he felt a sudden but strong hit of jealousy. In the short story, The Cog, by Charles E. Fritch, the text says “He had no other excuses to offer.” Humans can interpret this into a way of feeling a quiet defeat, in which he felt almost angry in a way, and is feeling a sense of acceptance. To wrap up, in the story, The Cog, by Charles E. Fritch, the author uses author crafts to explain

Although this is primarily for younger children this idea can be used straight through life-long learning. Assessment enables the teacher to see what objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. ‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning, where they need to go and how best to go there’ (Assessment Reform Group, 2002).

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

During the running record assessment, I learned that this process was more difficult than I thought it would be. It was hard to keep up with the student as she read and to make the correct marks on my copy. As I had more practice with this process, it became easier for me to follow along as the student read and to mark my copy correctly. I also learned that there are many different types of running records that can be used to assess students. My host teacher printed the last two assessments from a web page that provided various types of running records for various reading levels.

Clay believes this process happens all at once rather than one step at a time, there is no clear separation. Readers use multiple strategies and draw from multiple information sources. Clay believes the key to reading is focusing on the meaning. Reading and writing are reciprocals. Reading help the students writing and writing helps with student with their reading. As a teacher it is important to notice when readers are starting to have trouble reading because the earlier you recognize the problem the easier it is to keep the student from falling behind. Clay developed the cueing system. The cueing system has three parts when reading. The three parts are meaning, visual and syntax. The meaning is the association of the words with the picture. Pictures help convey meaning. The visual is the letters, sentence and paragraphs. An example of this is a student

Rather she is just presenting the facts of the book that could support each argument. She writes in her essay that ending of AHF is largely based on the reader’s opinion on Jim. If the reader sees Jim as a stereotype and static character, then the entire adventure on the river was pointless, like a circle. However, she also points out that if the reader interprets a more dynamic character in Jim with actual development, then the journey was meaningful, like a line. James draws evidence for both sides mentioning the long, drawn-out trick at the end of the novel. James does not give her opinion on the subject; instead letting the reader use their knowledge to form their own

The way this text has been structured by combining the aperture, exposition and inciting moment. The first sentence ”We’re going on a bear hunt” tells the reader what the story is going to entail whilst giving away what future conflict they could be if the family were to find a bear. The exposition is also viewed here as the reader, with the illustrations help, knows that ’we’ (the family) are who is involved and it is a ‘beautiful day’ in the country. Conflict rises steadily on every second page revealing a new hurdle the family has to conquer (mud, lake etc) but is resolved immediately until the climax when the big bear is found and is not happy to see them. As the

Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student

Currently James was trying to remember anything: who he in, who this man is, and where he is. He came accross no answers to his problem.

The purpose of running records is to provide educators with a form of assessment of text reading. Running records capture what the reader said and did while reading the text. It assess his vocabulary, sentence pattern and pronunciation of the word and much more. Having taking the record teachers can make an informed decision as they plan for their lessons by assessing how well each reading is pulling together his knowledge of words, letters and sounds in order to get the message. It is this kind of information that allows teachers to support each student. One of the uses of running records is to assess the difficulty of a text for the reader. Another use is to capture the progress a student has made through the various texts by seeing if they

I am exhausted. I have worked with a group of teachers today who hate using running records. “I know what my kids can and can not do”, they exclaimed. Why does the district have us doing all of this silliness?”, they continued. As soon as we begin the running record process; mindsets begin to change. I sit on one end of the table and the classroom teacher sits on the other side. Our model students placed in between us. District administrators join us.

All though out the running record, the student used the processing strategy of self-correction and cross checking. This is shown through the use of repetition of words and sentences, which shows the student was able to realize that there was a mismatch between what they read and the print (Ministry of Education, 1996). Therefore, while the student may not be reading for meaning at this stage they are still able to use the processing strategy of cross checking and confirming to ensure what they are reading makes sense.