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Allysen Breeden 10/30/13 Dr.

Casey ELD 307 The purpose of the miscue analysis is to provide the teacher with information on where to place the student reading wise, and also allows for the teacher to get an understanding of where she or he should go with their next lesson. It allows the teacher to focus in on what the student is struggling on, because chances are it is not just the one student that is making the same kind of errors. The student that took the running record was Faith Burkhardt. I took her out into the hall after she completed her seatwork and explained to her that she was going to read the passage and then respond to the following questions. I also informed her that this was not going to be graded and that she would be helping me out with an assignment for my class. The method I used for the running record was the same form that the teachers use to test their students when they preform running records. The student is given the text and it is explained which parts to read and where to stop. As the running record administrator, I simply follow along with the reader making the marks when a student self corrects, substitutes a word, skips a word, inserts a new word, pronounces part of a word, repeats a word, reverses a phrase of the reading, and asks for help on the pronunciation of a word. At the end there are a few question the reader answers on their own that ask questions that will show comprehension of the text. I then counted the total amount of words, and the total

amount of errors. These numbers will allow you to calculate where this text reading level fell. This running record provided me with the information that this book would be between an independent reading level and an instructional reading level. So this text was spot on for the reader. She would be able to read this on her own without stumbling through the text too much, but while still providing her with some challenge to become a better reader. As a teacher this text can still be used for instruction. When looking at her responses to the comprehension questions, they showed that she had a slight understanding for the text, but there was still more that she could learn from the text to more fully and better answer the questions. She appeared to be at the level of understanding where she was gaining a hint of the knowledge shared, but still not fully understanding. Also, the student can learn to go back in the text for reference to her answers. With these findings, I would keep this student at her current level of reading. I would focus mainly on her reading for better understanding. To do this I would like to work on her fluency. She tended to be very choppy and omit punctuation. These two things will affect the childs understanding of the reading. To help a student with fluency and punctuation, I could do a brief mini lesson one day reminding the students what should happen at each different type of punctuation they see regularly, followed by modeling for the student what it should sound like whether they are reading aloud or just to themselves. A way for students to get better at the fluency of reading, they simply must keep reading. While in their guided reading groups they will work on reading

for their understanding, by being prompted with questions whether verbally or written. Running records are important tools that teachers have and use. While they are best used for reading level placement, teachers can also see in what areas their students are struggling with their reading. Including how the student reads such as fluency and punctuation. Which allows the teacher to plan on how to best teach the students the needed material.