Standard 6: Assessment
Artifact: Running Records
Course: ED 291 – Developing Lang and Literacy
The Running Records assignment from Developing Lang and Literacy class at Leeward Community College provides evidence that I have completed the HTSB Standard 6: Assessment. For this assignment, I volunteered for ten hours in an elementary school and performed the running records assessment on a student. The point of the running records assessment is to determine students’ level of proficiency with literacy materials. This is done by checking if students self-corrected themselves, and if they can recognize and gather meaning from the text, not just decode it.
In addition to assessing a student, I researched the school from which I was volunteering,
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Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
Students will get into groups and will take turns reading paragraphs of the text. This will enable them to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language standards 1,3 for 9-10th grade ELA)
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
Dillon, Naomi. “LANGUAGE TEST. (cover story).” American School Board Journal 192.8 (2005): 10. MasterFILE Premier. EBSCO. Web. 18 Feb. 2001.
The chosen signature assessment, Tutoring Project, is an assignment from EDMU 520, Literacy and Language in K-8 Classrooms I. This signature assessment expresses the Program Learning Outcome (PLO) number 2, PLO number 3, and PLO number 4. PLO number 2 is Culture, which is describing differences in the cultures of individuals served. PLO number 3 is Instruction, which is being able to implement evidence based and multifaceted methodologies and strategies for teaching and engaging students with exceptionalities. PLO number 4 is Assessment, this is how to utilize achievement tests to assess students in a comprehensive manner.
The program was doing well to improve student literacy, until there became a problem with the fluency monitoring. The teachers would administer the prompts to the children in three different levels. They would collect their data on the students by recording the number of words read correctly per minute. The scores seemed to improve at all levels in the first through fourth grade and at the first and second level of fifth grade during the first year. But, at the third level of the fifth graders the scores took a huge drop. The scores continued to drop the following year at the same level as well. The teachers reported their problem and the passage at the fifth grade level was more difficult than the passage of the sixth grade level. When the passage was later analyzed, it was placed at the 9th and 10th grade level. The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests.
A running record is described as “a tool that helps teachers to identify patterns in student reading behaviors. These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole.” Running records are appropriate to use when a teacher is trying to focus on s specific learning area. Running records focus on one child. Running records are serve almost the same purpose as anecdotal records! There are always pros and cons to every type of observation or recording. Some advantages to running records are that they most useful on giving a naturalistic view of a short time in a child’s life. Some advantages to using running records are that the information is written down AT THE TIME that the
Performing Running Records is an effective way for teachers to monitor the progress student have made in reading and writing. They also analyze the students reading fluency, which is important for comprehension. More specifically, Running Records allow teachers to identify the strengths and weakness students have in reading and writing. Finding their strengths and weaknesses will aid the teacher to identify which literacy components to develop. Running Records also give students insight about what skills they have to develop to become effective and independent readers and writers. According to Tompkins (2009), running records are classroom assessment tools of “students’ oral reading to analyze their ability to solve reading problems” (p.33). Running Records, asses the students’ oral reading and their ability to decode unfamiliar words, use reading strategies,
Under the RMA assessment strategy, readers use a number of cueing systems including semantic (meaning), syntactic (grammar) and grapho-phonic (sound/symbol), collaboratively to construct meaning as they transact with text (Theurer, 2011). There are many benefits of using the RMA assessment strategy, however the main drawbacks of this strategy are that it can be time consuming and it does not give a complete picture of the student’s literacy skills and strategies and it can give misleading information when used with English language learners.
Running Records provide you with an opportunity to analyze what happened and plan appropriate instruction not just for the recording of right and wrong words. It requires observing all behaviors to help determine the “thinking process” children are using as they read the text. The teacher will work individually with the student. The student will read a selected portion of the text aloud in a natural and relaxed environment. The teacher will observe and record everything the child says and does during the reading. The teacher will record student responses on a scoring
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
Literacy skills are essential for a person to function in the world. Every aspect of a person’s life is influenced by literacy skills. Literacy skills are the foundation for learning other skills (Literacy Link South Central, n.d.). One aspect of literacy is reading. There are several components to reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Then those areas are broken into skills and abilities. Some children seem to “pick-up” these skills, while others struggle. This essay will focus on what are fix-up strategies for reading comprehension, how to teach students these fix-up strategies, and why is it important to teach fix-up strategies to English Language Learners.