"I'm Retelling on You!" Ch. 6
Doing running records is becoming easier to do as I do it more often. Listening to the students, making checks for correct words, writing SC or the miscue used are all essential for a good running record, but in all honesty I find the retell to be the most challenging. Is it because I'm new at this or am I doing something wrong? Most of the time I am being so cautious of what I hear the student saying that I'm not even making any meaning myself. I like the fact that our students get to choose their reading material, but it's also causing me to not know if the child's retell is accurate. Although the Procedures for Asking a Child to Retell Texts and figure 6-3 in chapter six have enabled me to become more efficient at understanding my students comprehension of not the entire book, but what the child has read so far.
posted by Randall | 2:09 PM
1 Comments:
Hey Randall,
I totally feel the same way about running records. I was just thinking that the last time I was doing a running record with one of my students. When it came to the part where we are supposed to ask them to retell the story, I was lost. I sort of just listened to the student and trusted that he understood what was reading. I mean, I heard bits and pieces of the story when he was reading, but not all of what he was actually reading. It's a hard task to do. We are sitting there trying to hear all the words and making sure they are pronouncing and saying everything correctly that we forget to listen to what the story is about. This is a task that involves multiple jobs with the student. It's going to be a challenge in the beginning, but I am sure we were learn much more along the way. We will soon be pros at taking running records of students. You'll see!
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