Introduction
Administering this running record the 3rd week at the school, Jack was already familiar with me. He felt very comfortable with going into the hall with me. While sitting down we talked about what he did over the weekend because it was a 3-day weekend. He talked about how he went to Chucky Cheese for his friend birthday. I shared that I went home for the weekend to be with my family and also celebrated my Grandma’s birthday. This was a positive way to build rapport before testing his reading abilities.
Test Behaviors
Jack did not want to read the book at first. It took some time for him to gain focus and want to read. The reason for this is because he can struggle in reading at times. He will try to avoid reading by asking to do other activities. During the reading, Jack stopped and lost focus on the reading. I brought him back to the focus and told him where we were in the book.
Jack answered 2 out of the 3 text-based questions, 1 out of 1 correct of inference questions asked and 1 out 1 critical response questions. His total test score was and 60%, answering 3 out 5 questions correctly. His comprehension level is at a frustration level. His accuracy rate is 81% and error rate is 5%. The text is too difficult and will frustrate Jack.
Areas of Strength
He was able to comprehend the text relatively well, even though he had reading errors.
Jack correctly answered 3 out of 5 questions correct.
1.Name three tings that live in the sea. (Text-base)
Jacks answer: Shark, octopus, and turtle
4. Which animal from the book would you be most afraid of? Why? (critical response)
Jacks answer: A shark because it could attack you and kill you.
5. What does the word “schools” mean in the book In the Sea? (...
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...using guided reading lessons. During these small group lessons, text-based questions could be more of the focus during reading. The teacher could have Jack go back into the text and attempt to find the answer. If he struggles to do this, the teacher can explain to him how to identify these points in the text. Jack could also use the postage note method and write some information down on each page about the text. You could also start with easier questions from the book or passage and work
Conclusion
Overall, Jack needs help understanding the reading. He needs to learn strategies to better help him understand questions about the text. AN important skill to teach Jack is to focus on the reading and not get distracted when reading. It may be beneficial to lower jack a level to teach him skill at that level and build his confidence when answering questions.
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is
The solution to this seems to be neither giving away answers or lazily doing assigned reading in order to find meaning within the text. The student needs a heathy mix of assigned reading, and classroom help. This is vital, to the education of a student. He must be challenged to arrive at conclusions on his own, but also not left in the dark when he did not get what was asked of him. However, these “wrong answers” that the student came up with, should not be discouraged so quickly
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
... middle of paper ... ... The most terrifying death in the novel is that of Simon, who symbolizes the eyes of a blind and stumbling group of children digressing into savagery.
The Running Records assignment from Developing Lang and Literacy class at Leeward Community College provides evidence that I have completed the HTSB Standard 6: Assessment. For this assignment, I volunteered for ten hours in an elementary school and performed the running records assessment on a student. The point of the running records assessment is to determine students’ level of proficiency with literacy materials. This is done by checking if students self-corrected themselves, and if they can recognize and gather meaning from the text, not just decode it.
When Jack does this, the information remains the main focus rather than the story and the story was sometimes clumped together without any information given. The story and information elements are there, but the whole process of creating this test was sometimes filled with just information. In addition, some of the things he talked about while trying to weave the information and story together were rushed and as a result, the story aspect of creating the actual test moved to getting it approved. Sometimes, the information seems to become the main focus while the story gets pushed to the side as if it was nothing, suspending the story as more information was added in between each part of the
Jack wasn’t exactly the healthiest of children as a kid. When he was two and-a-half years old Jack caught the scarlet fever, both a contagious and deadly illness. Although Jack eventually got better, as a result of his history with the scarlet fever he was a very weak, and sickly child. While Jack was spending so much time in bed, from being sick so often, he read books, one after another. Jack had always loved reading history, and he had a passion for writing. He was even the only boy at school to subscribe to the New York Times. On the occasion that Jack wasn’t sick, he tried to live up to his brother Joe Jr. Joe was two years older, meaning he was stronger, faster, and smarter. All of the Kennedy children looked up to Joe, including Jack.
The first sentence of the book, Jack introduces himself to the readers he proudly says, "Today I’m five. I was four last night going to sleep in Wardrobe"(Donoghue 1). Throughout the novel Jack constantly reminds himself and others that he is five. This is how most children gain confidence and pride for themselves. In the article "Emotional Development" by Teresa Odle she explains how children show normal emotional development, "By toddlerhood and early childhood, children begin to develop more of a sense of self. Emotions such as pride, shame, and self-recognition begin to emerge"(Odle). Jack has a well developed sense of self especially with the way he believes he is much older and braver because he is no longer 4, he is 5. As the novel progresses Jack further develops his self recognition; when they were in the room Jack questioned whether he was a part of his mother at times but out of room he knew they were separate people. Also, Jack shows normal emotional development because he is able to recognize and respond to emotion. Ma is depressed because of the criticism she has gotten from people about keeping Jack so she eventually breaks down, "Ma’s got tears coming down her face, she puts up her hands to catch them. I’m off my chair and running at her, something falls over smaaaaaaash, I get to Ma and wrap her all up"(Donoghue 294). If children are delayed emotionally they would not be able to recognize and respond to emotion but Jack is able to recognize that his mother is sad and he responds by running to hug her. In Odle 's article she describes how children, "Can recognize nonverbal cues of emotion from one another. Preschoolers begin to distinguish between negative emotions such as sadness, anger, and fear"(Odle). Jack is definitely able to recognize nonverbal cues of emotion. Especially on days when Ma is depressed Jack is able to recognize that she is sad and he
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
Advantages of someone in learning are not necessarily the same as what they deem as their strengths. If the assessment of a person is more to visual learner, or in other words information is processed best by seeing, the fact that he may feel that the information read is also beneficial to him should not be denied. One of the main purposes of this assessment is to help students who have difficulties in learning by helping them to determine the ways to select the information and translate it into learning strategies and skills to answer questions.
Last is Frustration Level, at this level the reading material is much too difficult for the student. The student is frustrated by either word recognition or comprehension or even both. The students Word Recognition at this level is below 92% and Comprehension is below 70%. Material at this reading level should be avoided.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having