You can view my running record at
https://drive.google.com/open?id=0B_oQuq47ngaERmRndWFJWURSTGd3S3I0eV8zWW5UcFp2eUtr
Running Record Reflections
The student read overall fluently, however, she was reading quickly so she made some mistakes that showed me that she wasn't concentrating on the meaning of the text. Therefore, I created a lesson to teach her how to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Lesson Plan:
Common Core Standard
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Mini Lesson
Read aloud to model how to use meaning cues to decode unknown words. I will begin and model substituting, for example, the word “wanting” for “waiting”, or “packed” for “picked”. I will stop and think aloud about how that didn’t make sense and I will reread the sentence as I listen to establish if the sentence sounds right. I will say, “wanting” doesn’t sound right in the sentence, what word does sound right and would make sense? I think “waiting” sounds right and makes more sense." I will model this strategy again as I read the book.
After reading the book student will help me create a list of the steps you can follow to determine an unknown word using context clues: 1.Read the entire sentence that contains the unknown word. 2.Reread the sentence that came before. 3.Read the sentence after the unknown word. 4.Think about the meaning of the text.
Guided Practice – Student will listen for errors as I read a different book aloud. I will substitute words throughout the book and student will help me use context for self-correction. We will discuss that what we read needs to make sense and sound right.
Independent Practice – Student will use context cues to decode unknown words in independent reading. I will assess these strategies with another running record the next day.
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