https://www.youtube.com/watch?v=m7qhJZzuiLQ
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List 3-5 things you learned that you didn’t know
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List any Questions you have (should have!)
o Respond to at least two people who sit close to you
in class! J
Post by 6 p.m. today and respond to classmates by Tuesday at midnight.
After watching the video, I learned…
ReplyDelete1. RR helps show the strategies students are using while reading and it shows what strategies they need to work on. RR determines the appropriate level your student should be reading at. Lastly, RR will help you with progress monitoring and putting your students into groups.
2. There are RR forms that have every word printed out for you. This makes it easy to follow along with the students while he/she is reading and is a little less writing.
3. ALWAYS make side notes on the RR forms. Even if you think you will remember something later, chances are you won't and that side note could be very important. When in doubt, note it out!
4. It never hurts to talk about the subject of the book before you and student start to read together. This is called schema. This will help build their schema and get their mind ready for this particular subject. This will also be good practice accessing background knowledge.
5. When a student is struggling, never give up and always provide encouragement!
Questions:
In the video it talked about the students working through the sounds. What happens when a student start working through the sounds on a word that doesn't particularly follow the normal sounds of each letter?
I totally agree with you with always making side notes on the RR. This will help us remember later certain things the student said or did that will help us make marks on the for. I like your saying "when in doubt, note it out." You have really good point that you learned and are very beneficial and crucial when doing a RR.
DeleteIf the student starts working on a sound on a word and doesn't sound out it correctly I would assist and give them parts of the word to sound it out correctly.
I think a RR form with every symbol together with its meaning listed will definitely benefit teachers who are new to do running records. This will help them get familiar with different symbols and make it easy to do RRs. I also agree that it is very important to make notes to help us recall. I like you saying, never give up and always provide encouragement when a student is struggling.
DeleteI learned:
ReplyDelete-You want students to be in the 90-94% range. If they are below this, then you need to work with them more.
-RR's can be used for grouping students.
-I learned about which symbols to use to mark different errors and how to fill out the forms.
-There are different teaching implications for after doing an RR. You can use word walls to work on vocabulary, have them write, have comprehension discussion, etc.
Questions:
There was a lot of thought that went into assessing the student's reading and I just want to know how there is time to do that while the student keeps reading. I just feel like I would miss a lot of important stuff or not have time to write it down and then I wouldn't remember it later. I also wanted to know how you would be able to focus on each individual student's difficulties and improve all of their individual areas when all of them are different and you only have a certain amount of time in class.
I have always liked the idea of word walls especially when they are writing and reading. Especially for those students who are too shy to ask questions.
DeleteI learned:
ReplyDelete1. The symbols associated with marking errors and how to fill out the forms using those errors.
2. That you can either have a blank form or a form which has the words of the book/section provided.
3. Take notes on the form that will remind you of what the student was doing or saying. You don't always fill out the form right after you have done a RR.
4. After the doing a RR you should have a list of implications on your teaching so you can help that student improve.
5. Try to make the student comfortable.
Questions. There was a lot of information provided that was useful and answered most of my questions. The main one though is when a student comes to a word they don't know or can't pronounce is it more beneficial for the student for me as the teacher to just say the word or help them sound out the word so they come up with the pronunciation by themselves (with help)?
I agree with the taking notes. I think it gives the teacher a little more help when they look back at the RR, and see if there has been progress or if they need to be assessed more often.
DeleteI think when I'm doing running records at first, it will be easiest to use the forms with symbols already on it, but with practice it might be nice to develop my own system and symbols to best fit the ways I organize information. I also liked the big point you acknowledged- that running records are a great resource for teachers, but it is even more important to use this information in a constructive way and find ways to help students with this information.
DeleteI also did pick up on some symbols to use while marking on the RR, but I would like to learn more. Your number three reminded me that we should go back and reflect on the RR and make more in-depth notes. Honestly, RR are actually pretty cool I think and a great way to figure out a students level and way of thinking. I am excited to get to do these. I just wish there was so much more time in a day to work with children individually.
DeleteYou really brought out several important points that I agree with, such as having a list of implication on teaching to help students improve their reading after doing RRs, and making students comfortable. I also have the same question about what to do when students do not know how to pronounce a world.
DeleteIf a child cannot pronounce the sound of a word after multiple attempts and it is a word like cat they might have heard before maybe drawing a picture and saying what is this will help them sound out the word.
DeleteI learned:
ReplyDelete1.Running records are observation surveys used to -show the reading strategies students are using
-indicate the strategies to teach
-determine appropriate difficulty level
-monitor and evaluate the progress of students
2.It is important to write notes on the forms when you are doing running records
3. meanings of different symbols
4. how to score and analyze a running record.
Questions:
After we finish doing the running records with students, do we need to correct student's wrong pronunciation or just leave it there? When is it appropriate for us to correct their mistakes?
I like that you put the information you learned in bullet points. That really helps me see each bit separately, and now I wish I would have done that in my own response... I agree with your questions. I think it will be difficult to not correct student's mistakes. I also like that you pointed out the reasons for running records. I also thought it was extremely helpful to have a key for the symbols. Had I not watched that video, I would have been completely lost.
DeleteI like your points of what running records teach you as a teacher and how that is seen in the running records after and in the classroom. I agree with your question. If you correct their mistakes are they really learning their mistake?. Or if you assist their pronunciation is that more beneficial? It really is hard to determine what you should do because if you don't correct it all they will continue to believe that's how you pronounce the word.
DeleteI learned:
ReplyDelete-RR come in forms that make it easier for the teacher to follow along. The words are actually written out on the page.
-Allowing your student enough time to see if they can figure out the word they are struggling with.
-Making record when your student uses the picture in the book to figure out the word.
-Also, making record when your student self corrects themselves.
After listening to the last bullet point about the self corrections, are you aloud to give your student praise or encouragement for correcting their mistake or are you just supposed to ignore it?
Yes! Thank goodness for the forms. They will help us out so much. I really like in teaching how there are so many resources for us. Then as we get more experienced we can change those resources into something more or unique that we came up with! I would also like to know more about praising students and is it ever a bad thing? Could too much praise be bad for the future if they do not get praise then?
DeleteErin and Shannon,
DeleteIn my opinion I think praising should be used whenever a really low level reader is finally doing well above his/her reading age to encourage the child to keep on pushing through the work. I believe once the student has improved and keeps a steady pace and doesn't seem to improve then praises such as "good job keep it up" should stop. While verbal praises are always good to use I feel that praising with rewards should never be used because students will expect a piece of candy every time something is done right.
I like that you put that you have to allow students enough time to try and figure a word out before you help them. That will help them learn not to give up when they are reading on their own. I think they should be praised when they achieve something they have been struggling with. I suppose praise could be a bad thing if it was used too much, but I also think it encourages them to keep trying and to enjoy reading. I wouldn't hesitate to praise them for doing something well.
DeleteI thought this video was very informative. I really liked that the instructor went piece by piece with the miscue analysis and explained each symbol and ways to improve each miscue. Without the knowledge from this article, I would have thought that visual stood for visual cues the reader uses from pictures. When in fact, visual refers to how the word looks and the word the student substitutes incorrectly. I also thought it was interesting that blow 94% accuracy was considered difficult. When I heard the teacher talking about how to determine if a reading is too easy or difficult, I immediately thought of Piaget and his theory that students need to struggle a little, but not too much, in order to succeed. Finally, I thought it was interesting that the child's schema came into the picture when he was able to refer to a baby pig as a "piglet" but not a baby duck as a "duckling". I had never considered schema determining a student's ability to read and understand text, but it certainly makes sense. I think the biggest question I had over this lecture video was how this information affects reading comprehension programs such as AR. The AR star test simply relies on students making an accurate guess and then assigns reading level. I know from my own experiences that from 1st grade to 4th grade, my school did not use AR, or implement any type of reading program. Once I started attending public schools in 5th grade, I was overwhelmed with AR and frankly hated the concept of the program. I do not think it is an effective way to reach poor readers, and also helps good readers learn to hate reading.
ReplyDeleteFrom the video I learned:
ReplyDelete1) how to correctly mark a running record
2) I learned the different levels of readers and were each category begins and ends
3) I also learned that when I was the young boy's age I would mess up on the same things he did until I was told what I was doing wrong and going to tutors. It was not up until 6th grade I learned how to be an affective and good reader and reading at levels before my age.
I seemed to understand the video pretty well but while we are doing our own running records, how can we mark up the running records without crowding the record with a lot of symbols, etc?
I think it's really cool that you could relate the video to your own experience with reading struggles. I think that would help you to better understand what they are going through when you do running records with your students. I also had the same question as you about how to mark the running records.
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