Running Record Book Reports

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

One of the main points he brings up is how reading is a learn behavior and its not like speech which is implanted into our genes. And how reading can be influenced just like other habits. For an example a language that uses an alphabet is different than a language

Daivik reads at his grade level. He loves reading Dr. Seuss’s books. Just last week we went over to observe and help him out with his reading. There were 2 reading books on the table one of the book was Dr. Seuss and the other one was a requested book for him to read. Daivik choose Dr. Seuss book, he read fluently and also decode the words. He knows how to turn the pages from the front to the back of the story book. He also could identify

Starting on my third visit I started to keep running records of Jimmy’s reading. I collected three samples of his reading to be able to really asses his reading using miscue analysis and his CWPM (correct words per minute) and his WPM (words per minute). The first book that Jimmy selected was an AR book that was titled “War of the Worlds”. Based off of the AR guidelines it was a 3.2 reading level. This means third grade second six weeks. The next two samples were from a book that I selected. That book was titled “If You Give a Mouse a Muffin”. The AR reading level for this book was 2.4 which means second grade 4th six weeks. You will notice that the reading level of these books jumps drastically I did this because he struggled with the book that he selected that was at a higher level. This hurt his fluency, CWPM, WPM, and comprehension. I will discuss each of these in detail in different sections. One of my suggestions is that he work on books at a lower level to really build a prior knowledge in vocabulary, work on fluency, and his CWPM, and WPM which the running records show.

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

Ashely will read a passage for one minute and the instructor will record any errors while Ashley is reading, offering feedback. Then the teacher will model the correct way to read the passage. The teacher and the student will read the passage alternating the sentences. The errors are reviewed then Ashely re-reads the passage. Repeated reading helps improve reading fluency speed.

I was not shocked regarding the other questions; however, I do feel that this type of questionnaire was too broad. As suggested above, if we were given additional questions regarding the category, I believe that the outcome would have

I am a bit surprised to hear he is not doing well in reading, he does very well at home. He

During her reading of Mud Ariah read with characteristics that would have her score a reading fluency of 2. Her pace was slow which is characterized at a level 2. This was something that Ariah realizes and said was something that she could work on with writing. This pace was matched with a flow that was interrupted by frequent pauses and repetitions. These disruptions of flow were key for her making sense of the words that she was reading. For phrasing she mostly read word by word with the occasional two and three word phrases. This was not a regular pattern in her reading unless lines repeated in the text like in Lunchtime. There was little expression that would come after reading the words and looking at the pictures.

The class was in the library for check out today. Hayden was up at the counter talking to Mr. Pettigrew and other students. He started to dance around and talk to Mr. Pettigrew some more. Hayden then started to walk around looking for books and picks up a World Record book. Hayden continues to walk around with his book and occasionally hits his head with the same book. After a few minutes, Hayden asked to use the restroom, in which he was gone for about 5 minutes. When he returns from the restroom, he sits down and starts to look at the World Record book that he picked out. He continues to sit and flip through his book alone while most of the other students are talking to friends or teachers. Hayden was then taken by Mrs. Persell to the office.

If I could describe my relationship with reading and writing it would most likely have to be, improving. Of course I would assume the same happens to all students that their reading and writing skills improve as they continue with their education. For me reading has been a passion, so my reading skills are pretty advanced and I can say I am able to read well. In my case, being a child of two Hispanic parents, I do have a slight accent that can get in the way and make my reading a bit rough. Usually it is not so bad, only on certain words that either I do not know how to properly pronounce or certain letters that my accent acts as a physical barrier where I have to sound it out more carefully or work around my accent. While that is the #1 major setback I have during reading. Even with that setback I can still say that I am confident in my reading skills, reading at a well speed, improving, reading various books all that combined allows to be able to read almost anything. What I do enjoy about reading is that I see it being able to bring myself into that world that the author is writing about or to envision the story they’re telling as a movie. I like the idea of just sitting back or laying down with a good book for hours and getting deep into whatever I am reading. Personally once I pick up a good book it is usually hard for me to put it down without the paranoia of not knowing how it ends will eat me up and I usually finish a book within a few days.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

An effective records management program is an integral part of an organization’s effective business operations. Organizations must consider records management requirements when implementing the system management strategies or whenever they design and augment an electronic information system. Organizations are required by law to “make and preserve records containing adequate and proper documentation of the organization, functions, policies, decisions, procedures, and essential transactions of the organization.” This legal requirement applies to electronic records kept by the organizations as well. Organizations that do not consistently

“Those shoes, the pink ones”, I said. I grabbed her hand, and pulled her so I could lead her to the shoes. We found my size, and got in line to pay. The line felt like it was