DeAnna Von Halle

TEDU 436
Running Record (1st grade)
October 29, 2013
Purpose
This lesson will serve as an assessment and produce information that
can be used to benefit the student. It will determine the appropriate
instructional level that the student should be reading at and can be
used to measure improvement throughout the school year. It will also
identify the decoding strategies that the student excels in or needs to
work on.

English SOL 1.8

passages

The student will read familiar stories, poems, and

with fluency and expression.

Objectives
The student, given a passage, will be able to read aloud with 90-97%
accuracy and demonstrate comprehension of the text through
predicting and recalling facts.
Procedure
Introduction
o I will pull aside the student and find an out of the way spot in the
classroom or library to complete the assessment.
o I will let the student know that I will be listening to her read and
taking a few notes while I listen to help me understand her better
as a reader.
o I will introduce the text by discussing the title and analyzing the
cover of the book with the student, having her make predictions
about what the book will be about.
o We will do a picture walk and I will ask what the student already
knows about the subject to get an idea of prior knowledge.
Activity
o I will then have the student read the text while coding errors in a
hundreds box.
o I will note the level of fluency the student reads with.
Closure
o After the student has finished the text I will ask some
comprehension questions and I will record the students answers.
Did your prediction come true?
Who were the characters in the story?
What happened in the story?

 Did you learn anything new?

Did you like the story? Why or why not?
o I will point out one error and review it with the student:
wants/want

Materials
Hundreds box
Pencil
Running record codes
Leveled Text: Biscuit Wants to Play
Evaluation Part A
I will calculate the word recognition in context (WRC) to assess if the
text given was within the students instructional level or otherwise.
I will rate the students fluency based on observations.
I will determine which decoding strategies the student used and how
often he/she used them.
I will determine the students comprehension based on the answers
given to the comprehension questions.
If the student is reading within 90-97% accuracy I will know that she
met the objective(s).
Evaluation Part B
Did the student meet my objectives? Be specific about the students
percentage of accuracy and explain the error that was discussed.
Address the students comprehension.
Keren met my objective and read the passage with 98%
accuracy, only making four mistakes, two of which she self
corrected. She read in monotone choppy phrases, rarely paying
attention to punctuation. She used her finger to point to most
words as she said them. She paused at the name Daisy in the
text for longer than 5 seconds, so I gave her that word. She
added an s to the end of want in a sentence and we reviewed
this error together at the end of the reading. I had her go back
and read the sentence to me, she made the same mistake. I
pointed out that the importance of paying attention to the
endings of words and we looked at where the words want and
wants appeared in the text to differentiate between the two.
Kerens comprehension was excellent, she remembered the
sequence of events, the characters involved, and details from
the story.

What were the percentage of meaning, structure, and visual cues

used? What was the percentage of self-correction that the student
made?
Keren used visual cues 75% of the time, but no structure or
meaning cues were used. She self-corrected 50% of her errors.

What were the strengths and weaknesses of your teaching during the
lesson? What did you do well? What did you not do well? What would
you do differently next time?
Keren seemed nervous the entire time. She is a quiet girl, but I
could have spent a little more time preparing her and
establishing some rapport to put her at ease a little. Maybe next
time I will mention it to her at the beginning of the day that Ill
need her help with some work for my class, so she has more time
to expect what is coming up later instead of me just pulling her
from the class routine without any warning. I was happy that I
was able to follow along and use the hundreds box without
getting lost or frustrated. The book I selected (with the help of
my practicum teacher) was spot on for Kerens level and made
things easier than if the book had been too easy or difficult for
her.

How would you change the lesson next time you teach it?
Next time I do a running record Id like to bring a little more fun
into it. Perhaps, let the student talk more about their attitude
towards reading, if they read at home, who they read with, etc.
This would allow him/her to relax a little bit and provide some
potentially helpful information about what reading looks like for
each child outside of school.