Running Record on Student

Here is the running record:
https://drive.google.com/file/d/0B-8l5rhQSbMIM2FKWEFsR0tJZTQ/view?usp=sharing

I did the running record on a little girl named Ayala. Ayala is in second grade, and read the book Romona Quimby to me. She read almost every work perfectly, with the Error Rate 1:108, Accuracy Rate 99%, and Self-Correction Rate 0:1.
Ayala retold the story nicely.
So what help does she need already? Ayala may read the words nicely, but she didn't read the story nicely. The sentences ran into each other and she did not always use punctuation correctly.


Here is the mini-lesson plan on punctuation I made to help Ayala.
https://www.smore.com/v248j

Student's strengths and needs

The student did a relatively good job of reading. She knew how to read the basic words. She made a few mistakes, though. Specifically, words with the "ough" combination were very hard for the student. She got stuck on the words though and through. Based on her reading level, I assume that her other mistakes were careless: reading 'must' as 'most', and adding in 's' or 'ed' where there should not have been. Additionally, she repeated words and phrases quite a few times. However, she repeated it so as to clarify it for herself, which is a very good strategy.
The students retelling was okay. She knew the main idea- that it was about whales and fish, and their similarities and differences. However, she could recall few facts. As the students was reading, I noticed that towards the beginning of the text, she paused at the end of sentences and had the right intonation and inflection. However, at the end, her sentences ran into each other. This is both a result and cause of the lack of reading comprehension.
The student can be helped in a few ways. Firstly and most easily, going over the "ough" words with her. Secondly, she can be taught to read slower and read the whole word, so that she will not make careless reading mistakes, which can change the meaning of the text (such as must and most). Thirdly, her reading comprehension can be worked on. Her teacher can guide her to critical thinking skills, which will help her have reading comprehension. For example, the teacher can teach her to ask herself: What is the main idea? What are some examples of ________? This will teach her to make sure to understand what she is reading while she is reading. This will help her actual reading skills (sentences, intonation...) as well as her comprehension.

Running Record

I hope this is clear. I didn't have a printer on hand so I did it on the computer...

Correct words-207, Errors-9, SC-6. Error Rate-1:23, Accuracy Rate-96%, Self-Correction Rate-1:3

Looking Closer

Shared Reading

·         Shared Reading is great for all different levels. Some readers are fluent and may be able to read the text themselves. They can gain skills besides for the actual reading the words (intonation, pauses, etc.) Other readers will be able to follow along as the rest of the class is reading aloud. During shared reading, there is something for everyone to learn.

·         During shared reading, the class discusses together what they are reading. When a student gets stuck, and tries to figure out what a word says, the teacher commends him for trying, and helps him try even more. She doesn’t just give away the answer.

·         Shared reading promotes literacy in many ways. The students can all be involved in shared reading. Many times shared reading texts are harder than independent reading levels. The students get to enjoy reading something with a little more substance than their usual books. Being involved and interested motivates students to want to read more. Additionally, the phonics lesson that the teacher introduced during shared reading is helpful for them to read on their own.

Guided Reading

·         When students verbalize their strategies, they are making themselves aware of the strategies they are using, as well as teaching them to their friends. When strategies are spoken and applauded, students will want to use those strategies as well.

·         The teacher helps her students build meaning by asking them thinking questions. Questions in which they are not spoon-fed the information, but instead, have to think about them for themselves. For example: How would you fill in the blank in this sentence? Why do you think he is buying boots? Where are the boots now? Questions like these will attach meaning to the text.

Differentiated Instruction

·         The teacher arranges her classroom with different reading groups. One girl would learn spelling with a student teacher. Two students are very fluent readers, so Ms. Perez allowed them to choose what they want to read about, and then taught them how to take notes. It is important to allow each student to work on their specific needs.

·         Reading and writing are connected in Ms. Perez’s classroom in many ways. The example of the little girl and the student teacher, the student reads a word, and then needs to spell it by herself. With the fluent readers, they take notes on what they are reading.

Assessment

·         Ms. Perez uses ongoing individual assessment to base her lessons on. She sees what the students need to work on, and which students need extra help. Additionally, she learns about each reader and can divide them into groups based on their level and what they need to work on.

·         The class profile is great as you can see at a glance what levels the students are up to. Some have completed a year’s work in only a couple of months. Some aren’t advancing enough. Ms. Perez can then help these students keep up with the class, and can divide them accordingly into groups.

·         Ongoing assessment is important for every teacher to incorporate into her lessons. In my classroom, I would like to constantly assess students so that I can see what they are up to, what they need help with, and how I can change my instruction to cater to each individual student.

Video Reflection

            Wow. Sheila Owen’s classroom is really a model classroom with a model teacher. The classroom is well run, the students are learning, the teacher is calm, and the children are happy.

                  The class is run with four main categories: read aloud, shared reading, guided reading, and independent reading. These categories are conducive to a kindergarten classroom, as they cover different levels of reading. In the read aloud category, the books that are being read are way above the students reading level, yet they are interesting as the students are interested in these stories. Owen asks questions before reading the book to get the students thinking. ‘What do you think he is going to do with the pumpkin?’ The teacher leaves them wondering with questions like this one, and the students are excited to listen to the story to find out the answers. It is important that students feel that reading is exciting, so that they will want to learn to read. It is tough work learning to read, yet if one is motivated, it is much easier. In read aloud, the students gain excitement for reading, and skills on how to read a book beyond the actual words of the book.

                  I like the independent reading category as well. Although the books are rather boring, the students feel so accomplished reading a whole book by themselves! This motivates them to want to read even more. Additionally, all around the classroom are different words that are common in their classroom. The students use large pointers to point to the words and read them. It is an interesting way for them to read, as it is not in sit-down reading time.

                  One of the things that amazed me most was the way Owen was able to include every student. Sometimes she used a couple of Spanish words to make the ELL’s feel comfortable. The fact that she focused on two students a day, and then based her lessons on them the next day also ensures that class is geared for everyone. Everyone was called on; everyone got a chance. One student got to answer the question. The next was able to write the word down for the class to see. A different student was able to sit in the author’s chair to read to the class what they wrote.

                  All in all, I enjoyed watching this video and gained tremendously. Owen is a great teacher, incorporates amazing techniques and strategies in the classroom, and leads a classroom of happy and learning children. I aspire to teach like her.

ELA Instruction

After reading through standards for English Language Arts Instruction, I noticed a few things. While younger students and older students are obviously on different levels, common threads run along all of the grades. For example, children in Pre-K are supposed to be able to questions about the story. Older children will be able to answer detailed questions with detailed answers. Younger children will ask questions out of curiosity; older students should be able to work with questions such as "who", "what". and "when". When students are younger, they need more guided instruction than older ones. When students tackle the tasks they are learning in Pre-K, they will be able to go up to kindergarten, where they will learn on a higher level. After accomplishing the goals of kindergarten, they will be ready to learn even more. 

As educators, and especially early childhood educators who are dealing with young children who are pretty new at literacy, it is our job to ensure that each student is learning up to par with their grade level. If a student gets lost in one grade, the next year he will get even more lost. We must make sure to see that each and every student is learning properly, so that they can advance even more. 

Lesson Plan Critique
The sample lesson up for critique is phenomenal. I would love to sit through a lesson like this! The lesson mainly consists of found poetry, which mean comprising a poem with catch words or phrases from a book or passage. In this lesson, students are introduced to found poems, find words to write the poems, and work together to come up with a class poem.
Specifically, I would like to comment on a few parts.
Firstly, the idea of found poetry is interesting and exciting. Because of its "fun" nature, the class will be motivated to participate. This, of course, is a key factor in student learning. The students are sure to have fun as they read their favorite books, pick out their favorite words, and, together with their classmates, come up with an original poem. While the students are enjoying themselves, they are building important literacy skills, through skimming to pick out their words and writing the poem.
Secondly, the lesson calls for creativity. The lessons encourages students to use their creativity while writing. Creativity is a fundamental part of literature. Creativity is needed both for reading (critical reading, etc.) and writing.
Thirdly, students work together to write the poem. Working together is a skill everyone needs; not only in the classroom.
All in all, I think this is a great lesson plan!