TCH222 Reflection of Week 10 Learning Caitlin Kane
Picture of running record, a running record I did with my clinical student, and my practice LTR -WWWP
Observing Young Readers and Writers: A Tool for Informing Instruction Summary: Listening to students read aloud is an essential practice for any primary-grade teacher. It is the foundation of strengthening a students skills throughout the year and figuring out where to begin with instruction. Running Records and LTR-WWWP are two examples of assessments that classroom teachers can use to assess their students reading progress. Running records and LTR-WWWP can be applied any time a student is reading or writing anything in the classroom—a truly curriculum-based assessment—but unlike running records, the LTR - WWWP provides much more guidance about what to listen for in the student’s reading. Connection:I performed a running record in my TCH209 class to assess my 4th grade clinical students' reading skills. Based off my assessment, I created a lesson plan on her comprehension of meaning because this is the area that I felt she needed the most growth in. Question: Is the running record or LTR-WWWP more beneficial in a classroom assessment? Quote: Ashelin Currie of Oakland Schools, who was among the educators who piloted the tool, commented on “the humanity of the tool.” She wrote, “Especially during this time, we need to connect with our students as human beings. I'm doing this assessment to learn about you/the child. I'm interested in learning about you as a reader.” Reflection: Reading and writing are the basis of education for a student because they are cross curricular subjects and used in so many areas. It is important to create a solid foundation for students to learn from.
3P versus 3-cueing: Why recommend one and shun the other? Summary: The 3P's are referred to as pause, prompt, and praise. Research has shown that having students read challenging texts aloud with support and repetition improves reading achievement. This tactic involves pausing to give the reader a chance when they have an error, prompting if they are unable to determine their error and need alternative assistance, and praising which is encouraging the student they are doing a well when they succeed. On the other hand, the 3 - cueing system is the idea that word recognition is a guessing game with up to 3 different clues or cues. The cues are orthographic-phonemic (the letters and sounds), semantic (the meaning), and syntax (the grammar of the sentences). 3P can be a good way to contribute to that progression of learning, as long as the meaning cue is used properly. 3-cueing, on the other hand, is just a bad idea that encourages readers to mimic poor reading rather than proficient reading. Connection: When reading with students in my first full day clinical experience, we used the 3P system. We allowed the student to attempt to self correct before prompting them if they needed assistance. There was plenty of praising. It is important to encourage the student rather than let them struggle with something they are learning. Quote: "In 3-cueing, the lack of meaning is not a signal to work through one’s alternative orthographic-phonological choices. It is the guide that is supposed to help you determine what the word is. In 3P, one could use the meaning guidance in that way, of course. But that’s not what I would recommend. The lack of meaning (does that make sense?) should be supported by further guidance – not to context or pictures – but to pronunciation alternatives". Reflection: We often hear "don't tell students to sound it out". Before experiencing education classes and learning how that can be detrimental to a student, I never fully understood why that was unacceptable. Now I realize it is like telling a student to do something without giving them full instructions
When Young Readers Get Stuck
Quote: "It's important to prioritize prompts that children can eventually internalize and use independently. Children need to read a lot to become proficient readers, and most children will not have the luxury of having an adult with them for all of that reading. Children's developing ability to help themselves when stuck on a word will lead to more successful and satisfying reading".
Stahl et al. Chapter 3 pgs. 42-48 Summary: An IRI consists mainly of a sequence of graded passages, typically beginning at the pre primer level. Today most IRIs provide tables that align the grade-level passages with a refined primary text-level equivalency (e.g., Fountas & Pinnell, 2006) or a Lexile. Each passage is followed by comprehension questions and, occasionally, a retelling scoring guide. Most IRIs are also equipped with graded word lists for estimating where to begin in the passages and for assessing a child’s ability to recognize words in isolation. After this assessment is completed, there are three reading levels that can be given to a child: independent (child can read without assistance), instructional (benefit from instructional support), and frustration level(likely to get frustrated even with instructional support) Connection: My 4th grade clinical student is at a M instruction level, J independent level, and O frustration level based off my assessment. Quote: The IRI is like a toolkit that can be used for a variety of purposes; not all of it may be appropriate on a given occasion, and the ways you use it will vary.