Running Record

       

Running Record Form – EDLI635

Student’s Name: ______Mathew________  Grade: __2____  Date: __11/03/2013___

Title: ______ Fifteen Minutes of Pie      Difficulty Level of Text: ___Medium____

Author: _____  Nikki Aksamit_______          

Running Words: __244__ Accuracy Rate: _95.5%__     Self Correction Rate: _3_

             

Comprehension:

Page #	Text		E	SC		M	S	V
	Fifteen Minutes of Pie The Everson family- Mr. and Mrs. Everson, their sons Ethan and Jason, and daughters Hannah and Emily- were gathered around their dining room table finishing up Sunday dinner.“What’s for dessert, Mom?” Ethan asked as he helped his mother clear away the last of the plates. “Your dad baked an apple pie.” Mrs. Everson answered. “Yummy!” exclaimed Ethan’s sister Emily from her high chair at the end of the table, clapping her hands. “Well, I would like fifteen minutes of pie please.” Ethan said with a big grin as he sat back down at the table. “Fifteen minutes of pie, what does that mean?”  Asked his brother Jason, who was a couple of years younger than Ethan. He was very confused. “Mr. Lavel is teaching us about time in school.” Ethan replied. He was in second grade and they were just starting to learn how to tell the time on a clock. “He told us that the clock can be divided into four fifteen minute sections, like the pieces of a pie.  Fifteen times four is sixty and there are sixty minutes in an hour.” “Very good son!” Mr. Everson said smiling. “So then may I have fifteen minutes of pie please?” Ethan asked again as his mother placed the dessert on the table.   Hands on her hips, Mrs. Everson looked at her son. “How about you have ten minutes of pie and save some for the rest of us!” she answered.		1 1 1 1 1 1 1 1 1 1 1	1 2 1 1 1		1 1 1	1 1 1 1 1 1	1 1
	Totals: 244 words		11	6		3	6	2

            

Error Rate = TW/E= 244/11= 22:1

Self Correction Rate = (E+SC)/SC = (11+6)/6 = 3

Accuracy Rate = (TW-E)/TW = (244-11)244 = 95.5%     

Miscue Analysis:

Mathew is one of the struggling students in the classroom. I was told that he is doing well in both reading and writing. And in fact, he is a brilliant kid. He finished reading the whole article fluently with some small mistakes. With unknown words, he won’t stop and stuck. Instead, he would try several times to pronounce the words. For those really beyond his understanding, he would appeal for help. He did re-read sentences containing difficult words and corrected himself with long words. He told me that with words he hasn’t seen before; he would try to make connections to his previous knowledge. For example “exclaim”, he separated the word with “ex” and “claim”, so he could figure out the right pronunciation.

     One big problem I found with Mathew is that he was unclear about the present continuous tense. He ignored the form of “ing” frequently and seemed not making any sense with that mistake. For example “clapping”, “smiling” and “finishing”. So he needs to enhance that knowledge point.

Mini Lesson:

Level: Grade 2

Objective:

Student will learn the rule of present continuous tense.

Students will apply the right tense into reading.

Procedure:

- Introduce the rules of both present tense and present continuous tense, and then compare the two tenses.

- Give out some examples of the two senses and ask him to distinguish them.

- Let him create some sentences of present continuous tense.

Assessment:

Work sheet of present continuous tense will be given for assessment. (Filling the blanks)

Reflection:

 This is my first time to work with an American student. Mathew had a very fluent reading skill with words that he has already known well. Sometimes he was able to conjecture the pronunciation according to the alphabets. He has a good comprehension ability of understanding the main idea of an article and also was able to go into most of the details. Last but not least, he has equipped with the basic logical thinking ability due to his demonstration of the given article. The only problem he had was that he was still unclear about the use of present continuous tense. His confidence of reading weakened a little bit when meeting unfamiliar words. Even though, he is an independent reader who will always try before appealing for help.

Reading is not just read text out; it also includes their ability of comprehension. Thus, develop a good habit of learning is quite important.  Students are easily to be influenced by instructors. So our job is to lead them to the right direction and encourage them to read independently. Teachers should encourage students to clarify their purpose before reading and check what they have learnt after reading. In addition, students should also be encouraged to raise questions during the process of reading. As a qualified teacher, we should always be aware of students’ ability and problems, and then use proper strategy to solve their problems.

Even though I’m not teaching yet, I believe that applying those strategies into my future teaching would be of great help.