Week 4 Assessment Driven Instruction II

Theory and Practice WK4

Week 4 Assessment Driven Instruction (II)

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• Week 4 Taking a running record to inform your instruction

Assignment#1 scan the running record with your markings with accuracy rate, error rate and self-correction rate and post it on your blog.

Accuracy Rate = (Total Words Read-Total Errors)/Total Words Read X 100 
(201-6)/201 X100 = 97% Independent.

Error Rate = Total Words/Total Errors
201/6 = 33.5 Round = 34    1:34

Self-Correction Rate = (Number of Errors+Number of Self-Corrections)/ Number of Self-Corrections
(6+5)/5= 2.2 Round = 2   1:2   self-monitoring her reading

Assignment#2 Based on the results of the assessment, draw up a list of the student's apparent strengths and needs.

 Accuracy Rate 

Independent	Easy enough for independent reading	95% -100%
Instructional	Instructional level for use in leveled reading session	90% - 94%
Frustrational	Too difficult and will frustrate the reader	89% and below

 Her Accuracy Rate was 97%= Independent. It was easy enough for independent reading. 

Error Rate 

1:34 For each error made the student read approximately 34 words correctly.

Self-Correction Rate 

1:2 this indicates that she is self-monitoring her reading.

Retelling Checklist

• Can the student tell you what happened in the story or the subject of the book in her or his own words? YES

• Does the student include details about the characters in the retelling? Can she or he explain the relationships between the characters? YES, She can tell that the story is about how Whales and Fish are alike and different.

• Can the student describe the setting? How detailed is the description? YES, She can recall how the whales and fish are alike and different. She can also give examples of how they are alike and different throughout the story. She can give examples in the beginning, middle, and end of the story. 

• Can the student recall the events of the story, and can she or he place them in the correct sequence? She can remember some of the examples of how whales and fish are similar and different. She is not asked to put them in sequence though.

• Can the student identify the problem and the resolution? There is no problem in the story.

• Does the student use vocabulary from the text? Yes, she recalls and uses vocabulary from the text when explaining what the story is about.

• Does the student's retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text? I think the student knows a very complete and detailed understanding of the text.