Reflecting on Running Record

It felt so good to be back in the role of a teacher because I enjoy helping students learn. When giving Sarah the running record, I experienced the feeling of guiding her in the reading process. It felt fantastic. Sarah was as eager to perform as I was to give the assessment to her.

She started the reading smoothly. She read the entire story with 96% accuracy. I thought that the reading would be on the level of independent reading until I asked her to retell the story. Then I realized that although she read the words just fine, she didn't really understood what she read. She was able to correctly answer some questions that I asked, but she needed the questions to guide her. Some questions she didn't answer correctly and it didn't occur to her to look back into the story for the answer.

I planned a lesson on comprehension for a students like her. She would benefit from practicing her fluency, but that will probably come with time. Reading for comprehension needs to be taught and practiced before fluency. Reading comprehension should be priority because without students aren't really reading.

Comprehension Lesson Plan

Author	Chana Feldman
Subject(s)	Information Literacy, Reading
Topic or Unit of Study	Comprehension
Grade/Level	Grade 1
Objective	Student will use graphic organizer to help understand the reading
Summary	After reading the passage, Show and Tell, student will fill out the organizational outline to promote comprehension.
IMPLEMENTATION
Learning Context	Students should practice reading for comprehension. Many times when students learn to read they are too focused on the phonics and not focused enough on the meaning of their reading.
Procedure	The student will receive a copy of the passage, Show and Tell, and a copy of the graphic organizer. The students will read the text silently and then the teacher will rad it aloud. The teacher will explain how to fill out the graphic organizer. Students will work in pairs to complete the outline. The teacher will review the outline to make sure they understood it correctly.
Differentiated Instruction	Students that are unable to complete the outline, can do a graphic organizer.
Collaboration	Students will work collaboratively & individually. Students will work in groups of 2.
Time Allotment	1 class periods. 25 Mins. per class.
Author's Comments & Reflections	This activity can be done with any text at any grade level.
MATERIALS AND RESOURCES
Instructional Materials	graphic organizers - http://printables.scholastic.com/printables/detail/?id=35510
STANDARDS & ASSESSMENT
Standards	Display: Collapse All Expand All USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade: Grade 1 students: Content Area: Literature K–5 Strand: Reading Domain: Key Ideas and Details Standard: 1. Ask and answer questions about key details in a text Standard: 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Standard: 3. Describe characters, settings, and major events in a story, using key details.
Assessment/Rubrics	Teacher will assess students work by looking at how well they completed the outline.