Running Record Project

Miscue Analysis

Story Retelling Form

Mini Lesson Plan

Candidate’s Name: Shira Yarmish

Grade Level: 4

Title of the lesson: long/short vowel sounds

Length of the lesson: 15-20 minutes

 

 

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)   Key questions: ●     What do you want your students to learn? How to read vowels in a word correctly (long or short sounds). ●     What are the important understandings and core concepts you want students to develop within the learning segment? Basic standard rules for what make a vowel have a long or short vowel sound.   Phonemes and Word Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: ●     What do students know, what can they do, what are they learning to do? Student knows the vowels and knows that sometimes they make long and short sounds. She is learning to know when vowels make a long/short sound. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? This student has difficulty with this concept because she is Israeli and there is no such concept in the Hebrew language.    Phonics, Phonemic awareness,  letter-sound correspondence

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.   CCSS.ELA-Literacy.RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CCSS.ELA-Literacy.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, message, conversation, discussion   Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?   Categorize when to read a word with a long or short vowel sound.

Learning objectives 1.    Student will know when to read words with vowels using a long or short vowel sounds. 2.    Student will know rules for what makes one read a vowel with a long or short vowel sound.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   Formal- After the lesson, the teacher will have the student read a text containing many words with long and short vowels sounds. The teacher will keep track of how many errors the student made while reading words with long and short vowel sounds.   Informal- Teacher will walk around the class during group reading activities and listen out for how the students read words with long and short vowel sounds.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. ·         As a class, students will learn rules for when to read a word with a vowel as a short or long vowel sounds. ·         Students will be grouped in groups of four and read a story, each student in the group will have a chance to read. When the reader reads a word that has a long/short vowel sound the group will clap and take a minute to write down which rule tells them to sound put the vowel the way they did. ·         Students will learn a song about long and short vowel sounds.

Instructional resources and materials used to engage students in learning. ·         Song about long and short vowel sounds http://www.actionfactor.com/pages/song-lyrics/v1.05-song-lyrics-oh-do-you-know.html

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.  The lesson, I believe supports learning for the whole class and gets everyone involved because of the different activities. I would not make any changes unless after doing a formal assessment on several students I see that they are still making many errors with long and short vowel sounds. In that case I would reevaluate the lesson and see how I can better target the students’ needs for them to make less errors when reading long and short vowels sounds.

 

Dr. Hui-Yin Hsu Spring 2014

Reflection

Self-Reflection on the Running Record

I did the running record on Shira Yarmish, a fourth grade girl residing in Israel. Overall, I think she did a great job in word decoding and a fantastic job in the reading comprehension part of the running record. This running record impresses me especially because Shira lives in Israel. Her parents are American and her first language is English, but in school she speaks to her teachers and friends in Hebrew and is a lot more comfortable in reading Hebrew texts than English. I asked to choose a text that is difficult for her to read, and after reading through the text myself before I did the running record on her, I must say that there were many difficult words in the text. It took her a long time to read. I did not pressure her for time; I told her to read slowly and take her time. Perhaps if she would have read it faster she would have made many more errors. Most of the difficult words that she had trouble with she tried again and again until she got it. I thought she would make many more mistakes than she did but she self-corrected herself a lot. There were two words that I thought were difficult enough that she would not be able to decode at all so after 5-10 seconds of trying I told her the words. One of those two words was a high vocabulary word which she did not even know what it meant. This for sure makes it more difficult for a child to try to decode a word that they do not know what it means. That is why an enriched vocabulary makes reading easier for children. The third error she made was based on visual; she said “farm” instead of “form” and I would also add that it may have been based on meaning as well because the story took place in a farm like place so it makes sense for the word farm to appear in the text. From all the other mistakes she made and self-corrected, many of them involved mispronouncing the vowel in the word as a short/long vowel sound. Therefore, the lesson plan I made is about learning the rules of when to read a word with a long/short vowel sound. After be conscientious of the rules I believe that Shira would make fewer mistakes in decoding words with confusing long/short vowel sounds. Shira made self-corrections other than long/short vowel sounds, but I believe with more practice she would improve her reading and word decoding skills. As far as reading comprehension is concerned, Shira performed beautifully by giving full complete answers to reading comprehension questions about the text she read. However, I did have to prompt her a bit more than I thought because of the language barrio she did not understand what I was trying to ask her at first. In summary, I enjoyed administering this running record and I believe that with more reading practice, Shira will be great reader especially because I can see that she likes reading.