Sei's Ch. 5 reflection
Chapter 5 Reflection
Taking Records of Children’s Oral Reading
In chapter 5, Taberski discusses running records-the history behind them; how to take them; and the benefits of taking them. This chapter provides a more in-depth explanation of a concept that we have been learning since the first day of class this semester.
It’s important to recognize that running records are not just some practice or ritual that teachers do just for the sake of doing it. Just as the students’ progress in writing is shown through their written work, conducting running records is crucial to tracking the students’ reading progress. Running records help us to do three things: 1) assess if the student is reading a “just right” book; 2) figure out which cueing system(s) is/are being used by the student by analyzing his/her miscues; 3) keep track of student’s progress over time.
I found Taberski’s chart of notations used in running records to be very helpful. While conducting running records with my first grade class at Mililani Waena, I came across a few obstacles. For example, a student would substitute a wrong word and then correct himself. By the time that I’ve made a note on the side stating that it’s a self-correction, I’ve missed a few words that the child has read. Now, I know that I can just put “sc” in a circle next to the substitution and move on. This technique is much more time efficient and accurate. Taberski’s chart also provides notations for incidents in which the students skip and return to the word or ask for help. These are occurrences that I’ve come across before and now I know how to note them in a simple and quick manner. In my opinion, these notations are essential to accurately and efficiently logging students’ reading progress. This way, we can always look back at our records and see that a child in question has a history for asking for help on word or omission of words and we can provide the proper guidance in accordance of their needs.
According to Taberski, “miscues have a logic of their own, conveying children’s understanding of what it means to read.” This is to say that analyzing the miscues of our students helps us to assess how the students are reading and their thought process. Put simply-miscues help us to discover which cueing system(s) is/are being used by our students. I’ve found this to be 100% true. I’ve found that a frequent number of students use the pictures on the pages to infer words that they don’t know. For example, when I read with one of my students this past Thursday, she came across the word “gift”. This particular student has great trouble even knowing the beginning sounds to words and attributing particular sounds to letters (graphophonic cueing system). She came across this word that she didn’t know and she looked down at the picture of a boy giving someone a flower (which is the “gift”) and looked at the word again and read it as “flower”. Although the word “flower” is graphophonically no where similar to “gift”, this child substituted this word because it made sense in the sentence and the picture depicted that of a flower being given. I told this student that the word "flower " does make sense in that particular sentence, but that we should look at the word ("gift") again and see if the letters represent "flower". I sounded the word out for her to show her that it said gift so that she can see me using the graphophonic cueing system.
Now what? What do we do now that we know how to assess which cueing systems are being used by our students? The answer is simple-help them to make use of the other 2 cueing systems that aren’t being used. The three systems used together can make a world of difference.
Taking Records of Children’s Oral Reading
In chapter 5, Taberski discusses running records-the history behind them; how to take them; and the benefits of taking them. This chapter provides a more in-depth explanation of a concept that we have been learning since the first day of class this semester.
It’s important to recognize that running records are not just some practice or ritual that teachers do just for the sake of doing it. Just as the students’ progress in writing is shown through their written work, conducting running records is crucial to tracking the students’ reading progress. Running records help us to do three things: 1) assess if the student is reading a “just right” book; 2) figure out which cueing system(s) is/are being used by the student by analyzing his/her miscues; 3) keep track of student’s progress over time.
I found Taberski’s chart of notations used in running records to be very helpful. While conducting running records with my first grade class at Mililani Waena, I came across a few obstacles. For example, a student would substitute a wrong word and then correct himself. By the time that I’ve made a note on the side stating that it’s a self-correction, I’ve missed a few words that the child has read. Now, I know that I can just put “sc” in a circle next to the substitution and move on. This technique is much more time efficient and accurate. Taberski’s chart also provides notations for incidents in which the students skip and return to the word or ask for help. These are occurrences that I’ve come across before and now I know how to note them in a simple and quick manner. In my opinion, these notations are essential to accurately and efficiently logging students’ reading progress. This way, we can always look back at our records and see that a child in question has a history for asking for help on word or omission of words and we can provide the proper guidance in accordance of their needs.
According to Taberski, “miscues have a logic of their own, conveying children’s understanding of what it means to read.” This is to say that analyzing the miscues of our students helps us to assess how the students are reading and their thought process. Put simply-miscues help us to discover which cueing system(s) is/are being used by our students. I’ve found this to be 100% true. I’ve found that a frequent number of students use the pictures on the pages to infer words that they don’t know. For example, when I read with one of my students this past Thursday, she came across the word “gift”. This particular student has great trouble even knowing the beginning sounds to words and attributing particular sounds to letters (graphophonic cueing system). She came across this word that she didn’t know and she looked down at the picture of a boy giving someone a flower (which is the “gift”) and looked at the word again and read it as “flower”. Although the word “flower” is graphophonically no where similar to “gift”, this child substituted this word because it made sense in the sentence and the picture depicted that of a flower being given. I told this student that the word "flower " does make sense in that particular sentence, but that we should look at the word ("gift") again and see if the letters represent "flower". I sounded the word out for her to show her that it said gift so that she can see me using the graphophonic cueing system.
Now what? What do we do now that we know how to assess which cueing systems are being used by our students? The answer is simple-help them to make use of the other 2 cueing systems that aren’t being used. The three systems used together can make a world of difference.
posted by Sei | 2:19 PM
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