Running Record

Zulayka Adamson

EDLI 635

Running Record Assessment

The student that I worked with to complete my running record assessment has made significant improvements throughout my observation. When we first began the observation, I found that Fernanda was bit shy when reading and stumbled upon many words. As we complete our second week of observation, I noticed that the student has made significant improvement and her confidence with the reading material has developed. Some of Fernanda’s difficulties stemmed from the fact that English was not her first language and Spanish is the primary language spoken at home. One of the benefits is the student has an older brother who attends Amber Charter School and can aid with her homework and reading assignments. With her visits to the resource room and her sessions with me, she has gained the confidence that she struggled to have and now thoroughly enjoy reading.

            Through my running assessment, I noticed some words that are not familiar, Fernanda tried to guess the correct word based on the visual art in the literature. I would then encourage her to reread the sentence and to use the sounds of the words on the page to figure out the correct word. When the student had, trouble reading a word, I would then encourage dialogue to discuss what is happening in the story to ensure that the student wasn’t reading to read but in fact reading to comprehend. Another observation I picked up was, Fernanda typically looked up once she was stumped with a word prior to me providing reassurance and support. Though she was stumped, I may say, there wasn’t any time in which Fernanda gave up with figuring out the word on the page. After suggesting sounding out the word, she began to adapt this into her learning pattern with words she struggled with further along in the passage.

            Based on my observation, Amber Charter School has a great learning and instructional moments in which students learn a great deal and practice sharpening their reading skills. For students who require additional help, they attend resource time and there are various opportunities in which small groups of students work with the co-teacher or lead teacher work using practices of reading along, independent reading and watching videos to practice their usage of sounds.

Candidate’s Name: Zulayka Adamson

Grade Level: Kindergarten

Title of the lesson: Sound

Length of the lesson: 20 minutes

Central focus of the lesson : Students will work on sharpening their skills with sounds and the vibrations that are responsible for the sounds we hear. Students will develop their awareness of sound and alter the pitch.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students will need to be familiar with the letters and alphabets and have some letter sound understanding.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Support literacy development through language (academic language) ●     Identify one language function:  Students will compare and contrast the various sounds of each alphabet. ●     Students will watch a brief video on sounds which provides them an opportunity to go over each letter https://www.youtube.com/watch?v=nmyhRz0kAyk. ●     Describe language demands (written or oral): students will follow along as the teacher conducts a read along for a brief poem.

Learning objectives 1.              Students will sharpen their sound letter recognition. 2.              Students will recognize the difference of sound travel. 3.              Students will read along with a passage out loud.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     By conducting a read along after revisiting the alphabet sounds, students will be able to strengthen the recognition of letters and provide an assessment of the lesson.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●      Students will watch a brief video of the various sounds of the alphabets. After reviewing sounds, students will participate in a reading along to assess their understanding of sounds. For students who require additional help, the video provides a visual component  to connect with the lesson.

Instructional resources and materials used to engage students in learning. https://image.slidesharecdn.com/kindergartenparentnightpowerpointworkingone-110107033320-phpapp02/95/kindergarten-parent-night-power-point-20102011-10-728.jpg?cb=1294371802 https://www.youtube.com/watch?v=nmyhRz0kAyk

Reflection I believe the added review of the alphabets and the sounds reinforce the students memory of the letters and sounds. By following up with a read along, students are able to practice their oral and listening skills. An additional component I would’ve added would be to implement a step by step sound out of letters within the classroom collectively, this is a familiar practice that I was taught as a student in which I believe was very effective.