|
| Running Words |
Cues Used |
Child Reads:The kangaroo is jumping
with a ball.
Text Reads: The kangaroo is hopping
with a ball. |
MS |
Child Reads:He wants to play with the kitten.
Text Reads: He wants to play with the cat. |
MS |
|
 |
Look at the cues the reader is using. What patterns do
you notice
In this part of the lesson you will need to hold your lens far away from
the running record so that the whole record will come into focus. You will
be trying to make sense of the processes that a reader is using by identifying
patterns and summarizing them in a meaningful way. Once you have written
a short, quick summary, you will be able to choose effective instruction
that will help the reader improve immediately.
Do you see the pattern?
| ..25
+25 |
..13
+18 |
16
+6 |
| 410 |
211 |
112 |
In each of these examples, and with each of the reading errors previous
analyzed, you have used a working back strategy to compare the answer
given to the correct answer and have considered the available information
that was used to produce the wrong answer. Now that you have identified
the information that the student is using, you will need to step back
from the errors to see if the student is using the same information each
time to generate the wrong answer. In other words, you are looking for
patterns so that you can effectively find ways to help. What would you
choose to do to help the math student? Why?
|
