Week 3-1 Emergent/Early Literacy

Assignment 3: Running Record Practice

During the observation on Anthony’s reading, Anthony seems to be a confident reader who enjoys reading.  He’s a Kindergarten student but can already read Grade 1 level book.  The book that he’s reading is at Level F.  He doesn’t need support during the whole reading.  For each error made, Anthony read 12 words correctly.  Accuracy rate is 92%, it’s at instructional level for use in leveled reading session.  He skipped two words which did not affect the meaning of the sentence.  The only key issues he has are reading without “ed” sound on verb in past tense and mixing up the word of "their" and "they" with "the".  I think it’s normal to ignore the sound of “ed” as he has not been taught on past tense yet at Kindergarten.  I counted him error based on the rule that if the student didn’t make the plural “s” sound at the end of the word, it should be count as error.  However, personally I don’t think it should be counted as error without the “ed” sound for kindergarten student as long as he can read the verb.  If I don’t count this as error, his accuracy rate will be 95%, which meant this book is easy enough for independent reading.  He can try a higher level for more challenging instructional level for use during reading session. 

         Anthony can read most of the words.  Overall, he reads very well, and he can comprehend the story he read, which he can retell the story easily.   Therefore, on the mini lesson, I would like to focus on teaching him some sight words, especially “the”, “they”, “their”, “there” that look very similar to each other.  With some practices, he should be able to remember the spelling and the sound of the sight words. 


Below are the running record with miscue notes and Retelling Scoring record I took for Anthony's reading:

Mini Lesson Plan for Anthony:

Grade Level:  Kindergarten

Title of the lesson:  reading lesson
Length of the lesson:  15 min

Central focus of the lessons Students will know able to identify and pronounce accurately on sight words that look very similar visually.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ●       Phonemic awareness, letter-sound correspondence

Common Core State Standards Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a.     Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. c)     Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) d)     Distinguish between similarly spelled words by identifying the sounds of the letters that differ

Support literacy development through language (academic language) Vocabulary  Sight words

Learning objectives ·        Will learn sight words

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●       Sentences student write by using sight words and reading of the sentences as well as the book again

Instructional procedure: Sight Words: 1.     Write sight words: “the”, “they”, “their”, “there” on the board and ask if the student know the pronunciation and meaning.  2.     Have student to write sentence with each of these sight words, then ask the student to read aloud their sentences.  Teach will advise if the sentences are in correct structure and if student read with accurate pronunciation Ask the student to read the “The Runaway Pancake” again and see if he can read the sight words correctly this time.

Instructional resources and materials used to engage students in learning. ·        Smartboard ·        Pencils, papers for students writing ·        Story book: “The Runaway Pancake” retold by Mairi Mackinnon