tara's reflection for taberski's ch.5

what i read from chapter five was basically what i learned in one of our previous classes. this chapter was on running records. i didnt really get any new information from reading this chapter just because i learned running records and i pretty much know what to do already. taberski shows you how to take running records with all those symbols and notations she has in that box on page 47 and i found that to be pretty useful because i want to be able to take correct running records. some were kind of confusing but ill learn. so i was thinking when i was reading this chapter on how i know when to progress my students further in levels of reading. i was watching my mentor do it and what i saw her do was tell the student to come read with me for a couple of weeks and then she would look at the running record i would take to see if the student made plenty mistakes and to check if the student could retell the story, then when the couple of weeks were up she would test the student with a book that was the same level the student was on and if the student could retell and had few errors, she would move the student up a level. so im guessing if the student has a 95-100 percent reading accuracy then the book is just right and the child should stay on that book?? i guess it would be up to me to see if the student can handle a book that was one level harder. i guess it would be my judgement. the rest of the chapter was on a student sara who taberski showed what she did when she did her running records. the only thing i think i really need to learn or understand better about is the cueing systems. thats basically all i got from this chapter.