Overall, listening to the students take the running record and answer comprehension questions after, I think the student did pretty well. The student got a 97% for the accuracy rate, a ratio of 1:33 for the error rate, and a ratio of 1:2 for the self-correction rate. This information shows that the students made few mistakes, and many of the mistakes made were self-corrected. The student was able to answer questions like what was the story about, what are some differences, and what are some similarities? This means that the student did well in both word decoding and in reading comprehension. However, I noticed that some of the mistakes that the student did make involved substituting a word similar in terms of structure than the word on the page. Some examples include: “most” instead of “must”, “they” instead of “through”, “both” instead of “blow”, and “lived” instead of “live”. I believe that the student made these mistakes because of a focus in fluency in reading rather than accuracy. Perhaps if the student read a bit slower and concentrated on each word better, there would have been less errors. Therefore, I prepared a mini lesson to help students achieve this goal.

Learning Standards:

ü  Students will learn to improve their accuracy in reading, by focusing on each word.

Learning Outcome:

ü  Students’ accuracy rate in reading words that they already know how to read will improve.

Learning Task:

ü  First students will be given twenty flash cards with one word on each card.

ü  Students will work with a peer by taking turns reading what is says on the card and the other student double checking to see that the student said the correct word.

ü  Next, students will be given ten papers, each filled with many similar words.

ü  Students will be instructed to find a word, in which there will only be one of on the paper even though the rest of the words will look quite similar.

ü  Students will work with a peer taking turns and checking with each other to make sure that they got the correct word.

ü  In both these activities, there is no time limit, it is not a race; students can take how ever long they need to come up with an answer.

Assessment:

ü  The teacher will then read a few pages on a book with each students individually to see if this activity helped them focus more on each word by noticing if their accuracy rate went up.