Week 11 Tiffany Poplin CSS David (2)

Running Record Assignment Directions & Template Your Name: Tiffany Poplin READ 3301 Section: 621 Name of Your Selected Case Study Student (CSS): David Directions: Before planning your Comprehensive Small Group Reading lesson, you will first need to refer back to the completed Running Record/Oral Reading Record Assessment for your CSS. Be sure you are referring to the correctly scored and analyzed running record sheets as you complete this assignment . You will need to determine which of the two levels provided for your CSS falls at the most appropriate Instructional Text Reading Level (90-94% accuracy). Note that there is nothing “magical” about the instructional level, but it does serve as a useful guide for planning instruction. If your student did not have a level within this range, you should choose the level that is closest. Assessment Information: Use the scored Running Records/Oral Reading Records for your CSS to answer the questions below. 1. List the titles of both Benchmark Books/Passages that were used for the running record/oral reading assessment. Record the accuracy rates and self-correction ratios for each passage in the table below. Highlight the INSTRUCTIONAL level (90-94%). Note that correctly recorded and scored Running Records/Oral Reading Records for your CSS have been provided. You are simply recording that information below to ensure you are starting with accurate information and so it is available as a point of reference. Oral Reading Assessment Book/Passage Title Level Accuracy % SC Ratio 1 The Sandwich B 92% 1:5 2 I Can Help C 82% 1:nil 2. Complete Chart for Analyzing Reading Behaviors and Word Reading Errors (add rows as needed) One way to analyze the child's reading behaviors and word reading errors is to make a chart. 1) To complete the chart, put the word from the text in the first column and the word the child read (or attempted) in the second column. 2) Then mark whether the initial error makes sense in the context of the sentence and overall text in the third column and whether the child self-corrected it in the fourth. 3) Mark errors with an X- and then list the target skill. For example, if the child read ‘from’ as ‘form’, you would mark ‘ X-or’ under the R- controlled vowels column. If the child read ‘ship’ as ‘sap’ you would put ‘ X-sh ’ under Digraphs and ‘ X-/i /’ under Short Vowels. You can, if you wish, also mark strengths using a checkmark, √. For example, for the error sap/ship, you could mark √-(p) under Ending Consonants. Marking strengths on the chart will help you write about the child’s strengths in Part 3. 1

Next, look for patterns in reading behaviors . For example, does the child always self-correct when a word does not make sense? Or, conversely, do they never or seldom self-correct, even when the word they’ve read does not make sense or is not a real word? After considering the child’s reading behaviors, continue across the chart looking for patterns in the child’s difficulties with phonics skills and word knowledge. Ask yourself questions such as:  Does the child have a close match between the letters in the word in the text and the sounds in the word they said?  Is there a certain part of the word, (beginning, middle, end) that the child seems to be paying more attention to than other parts?  Are there certain skills that the student appears to find challenging?  Does the child have greater difficulty with multisyllabic words, words requiring morphemic analysis, and/or high frequency words?  Are there other patterns you notice? When completing the chart, begin with the Instructional level text . This will be the primary text you consider in your small group reading lesson planning. Nonetheless, word reading errors from the second text can help you to notice patterns in errors that might have been harder to pick up with fewer examples. Leave a blank row between the two texts when completing the chart.  David: Analyze both texts, starting with his instructional level text  Hudson: Analyze only his instructional text (the second text was far too difficult for him to provide us with useful information about his reading behaviors and word solving skills)  Abraham: Analyze both texts, starting with his instructional level text Analyze each attempt made by the student per word in the text on a separate row in the chart.  For instance, if the child first read the word wish for wishes, then tried again by reading wishing for wishes, enter each substitution on its own row and analyze separately. Reading Behaviors Early Developing Phonics Skills Later Developing Phonics Skills Syllabi- cation Morphemic Analysis High Freq. Words Word in text Word read Made Sense? Self- corrected? Beg/end Consonant s Short Vowels Digraphs Beg/end Blends Long Vowels: CVCe R-control Vowels Long Vowels: Vowel Teams Multi- syllabic Word? Prefix or Suffix? Inflected Ending (-s/-es, -ed, -ing) HFW? Butter Bread Yes No √- Beg (b) X- end (r) X-2 Butter Cabbage Yes No X-beg(b) X- end(r) X-2 Butter Lettuce Yes No X-beg (b) X- end (r) X-2 Lettuce (Told) - - Meat Man No Yes X-end(t) √- beg (m) X-ea Mouth (Told) _ _ 2

 Is the child self-correcting? In other words, do they attempt to fix errors and, if so, are they able to do so successfully? This student only self-corrected one word. He self-corrected man for meat. He does attempt to fix errors in a few other times, like when the word was butter, he said bread/lettuce/cabbage and another time when the word was plant he said playing/picking. He is unable to successfully correct errors for the most part.  Does the child attempt to use phonics skills to identify unfamiliar words, or do they seem to be primarily using the pictures and thinking about what makes sense? And/or are they using their oral language experiences and knowledge of syntax to anticipate how the text will go? David is mostly using the pictures and what he thinks makes sense in order to identify unfamiliar words. We can tell that he is using pictures because when he is looking at the word butter he says lettuce/cabbage which is in the picture. Now respond to the questions below to describe the student’s reading behaviors , strengths and needs (Notice how this parallels our questions from the TSI assessment – what does the child already know, and what is the child ready to learn next?) Using your analysis of reading behaviors and your knowledge of foundational reading skills ( e.g., phonemic awareness, phonics, recognition of high-frequency words, syllabication, morphemic analysis, automaticity, reading fluency [i.e., accuracy, rate, prosody], self-correcting), write a response in which you:  Describe the student’s patterns of reading behaviors when reading connected text • Identify one significant strength the student demonstrates related to foundational reading skills; and • Identify one significant need the student demonstrates related to foundational reading skills. Be sure to cite specific evidence from the child’s instructional level Running Record/Oral Reading Record to support your response. Your response should be written in three separate paragraphs (one for each bullet above). Student’s Reading Behaviors, Strengths, and Needs (3 separate paragraphs) David has a pattern of tracking text accurately. When he is reading “The Sandwich”, he takes his finger and following along with the words that he is reading. He doesn’t add more words than what are listed even when he is unsure what the word says or what the story is trying to portray. He looks at pictures to see if what he is reading makes sense, we see this on the last page of the book when he is trying to read “Put some sandwich in your mouth.” He reads it as “Put some sandwich in your belly.” 4

David’s foundational strength would be recognition of high-frequency words. He consistently recognizes the words put, some, on, the, and in. In the book, The Sandwich, David correctly reads all the repeated words in the story. In the second story he only has one error with a high-frequency word, he says my instead of the. I feel that this shows he knows high-frequency words well. David has a need in his use of morphemic analysis. Many of his errors in the second text were good matches for the pictures, which shows that he is making connections between pictures and text but he is adding -ing and -s onto words that do not include this. For most of the words he is pronouncing the main part of the word correctly. Make as making, wash as washing, bag as bags, etc. This tells us that he cannot decode sounds to certain symbols. He doesn’t make the connection that letter combinations match up with a particular sound and when there are no more letters the sounds stop as well. This is common in emergent readers. 4. Select an appropriate text for your student to read. First, read through all five of the digital books designated for your CSS in the provided collection . Then, select one of those books. When selecting a text for your lesson, do not consider only the text level. Read the text and be sure that it seems like it would be an appealing book for your student to read and that there will be opportunities in the book for you to address skills and strategies that will move your student forward as a reader, based on your analysis of their TSI and running record/oral reading record assessments. The text you select will be used for the small group reading lesson you will develop. This is a major assignment in the course, so choose a text that you will enjoy as well, as you will be working with it quite a lot over the next few weeks! Title of Selected Text : Sally’s New Shoes Level : B Give a RATIONALE for why you selected this text. Why did you feel it was appropriate for your Case Study Student?  Address your CSS’s strengths, needs, and their possible interests and prior knowledge.  Cite specific pieces of evidence from your student’s instructional running record(s) and the observations you made of him while watching the videos of his assessments. 5