Blog 7: Running Record

Student One (Native Language: Spanish)

               This student is a second grader and has spent most of his literacy education in a Spanish classroom, but is getting ready to transition to an English classroom in third grade.  His running record indicated strong fluency and intonation. He would raise his voice at question marks, and shout a little when there was an exclamation mark. (It was very cute actually and I had to withhold giggling.) Most of the errors that he made were syntax errors. He left off most of the suffixes in his reading or over pronounced them.  He read the word moved as move, and the word shared as share-ed. This was common with most of the Spanish ELL students I have tested this year. However, this did not affect his comprehension in any way. He was able to present a solid retell with a main idea and details in sequential order. If he were my student I would work with him more on suffixes. I may have him go back through the text and highlight the ones he missed so he is more aware when he practices, and continue that practice with read alouds for short remainder of the year. Unfortunately this is now a habit for him that may be hard to unlearn. Fortunately it doesn’t affect his comprehension.

Student Two (Native Language: Hmong)         

                This running record was a bit trickier. We do not have many students who are not native Spanish speakers. However, we have two Hmong families in our building. This student is a 5^th grade student and his reading sounds very fluent. He made very few mistakes, but because he wanted to ready in a hurry he skipped over a few words. He also substituted in basic sight words. For examples he said the instead of to and of instead of off.  I don’t these were language issues. I would say the miscue analysis would be: 5^th-grade-boy-everything’s-a-race. His retell was solid as well. He has the main idea and plenty of details. However, he was out of sequential order. He stated all the major details first and then went back through and listed out more supporting details. I am not sure if that is cultural or individual, however. If working with this student I would support some scaffolding for him, by helping him practice retelling through a picture walk and then creating a flow map of the order in the piece.