Julie Quackenbush

EDUC 613

Running Record Reflection

prepared, but when it came right down to it, I dont know that I was. I wasnt sure what to write

and if I was recording appropriately. When a student reads, sometimes it goes really fast! All of

the names of the students are made up, but they are based off of the assessment of real students

during my observation.

Student 1 was Ethan. (I apologize, some of the sheets were scanned out of order). Ethan

is a first grade student. I was not able to consult with Ethans teacher. I have no idea, what level

Ethan is said to be reading at. I tried level G with him. There was a picture of a puppy taking a

bath on the booklet and he really seemed to like that. He wanted to discuss the picture and what

he thought was happening in the story before he began reading. He told me that he likes to read

stories that have a picture on each page. I just printed out a passage sheet for him to read, so it

wasnt like a booklet. I tested Ethan with a passage that was a level G. He read the word kept

as keeps. He asked what kept meant after reading it. Then he said like I keep it in the

past? I think he was processing it with the right idea. Ethan was reading the passage rather

quickly. I fell he did make quite a few errors, but I dont think he was interested in reading at the

time (recess). For the word through he said throwing. He was reading rather quickly. He

first said couch for the word kitchen. He quickly caught it and said ah, thats not right.

Then he corrected through sounding out, kit, kitchen. Again, he seemed to be sounding out

but it also could have been a speed issue. He was racing through the passage. I feel if the timing

had been better, he might have not had as many errors. He had 4 errors out of 99 words and 3
self corrects out of 99. Again, I think speed was an issue. He seemed to go through it quickly

and easily. I would have liked to try another level higher with him. I think he could go up a

level. Since Ethan was the first student I had of the day, I did try the comprehension questions

with him. I decided not to do any with the other students, as Ethan seemed uninterested.

Student 2 was Breckin. Breckin is a second grade student. I had Breckin read a level M

passage on Bullet Trains. Again, I was a substitute in his class today. I did not get to consult his

teacher and therefore do not know what level he is at. Breckin was a very strong reader. I would

say that Breckin could read at a much higher level. He was very fluent and read through the

passage quite easily. He really only had two errors and really one was an error and one self-

correction on a 128 word passage. The first error was just adding an additional and. The

sentence read you watch houses, trees, and farms fly by. Breckin read you watch houses and

trees and farms fly by. He just added the extra word. I think he understood the context. His

only other error was the word close. The section of the sentence should have read that are close

together. Breckin read that are closed together. As he was reading he caught his error. Then

he said, Closed, cl, cl, close and self-corrected.

Student 3 was Raegan. Raegan is also a second grade student in class with Breckin.

Reagan did fairly well with this same passage Bullet Trains at level M. Raegan read the passage

quite easily. She was not as smooth and fluent as I felt that Breckin was, but she did a nice job.

She had a bit of trouble with the word Japan. I feel that she did not understand what it was or

meant. She first said Jap ann, but it was almost like a pause or break while reading to question

what the word was, not that she couldnt read it. Then she said Jap on. Then she said is it

pronounced Japan? But she didnt seem to know what Japan meant. After she read I saw her

speaking with Breckin. I heard him say like China. Then she seemed to know Japan. Raegan
also said easily-er instead of easily. I think that may have been more of a visual mistake.

She seemed to understand the word and its meaning, just a goof up. I would defiantly think that

Raegan could be tested at a higher reading level next. She is a strong reader.

Student 4 was Lillian. Lillian was also a second grader. I started Lillian out at the same

level that I had Breckin and Raegan read at, level M. Right away she struggled. She first said it

was too long, then she paused and stammered right from the start. Fortunately, I did have a

lower level with me, a level K. This was a 99 word count. Lillian still seemed to think it was a

long passage. She started out really strong. Then she said noodled for nodded. The story

was about a treasure map. That was even the title of the story, which we read together.

However, whenever she saw the word treasure, Lillian repeatedly said Treasure chest. A total of

three times this occurred. She said hided or hidden and you have for the contraction

youre. I dont think that she knew that youre means you are. After she finished reading, I

did ask her the meanings of nodded and youre, but she didnt know and just said noodle and

you have again. Lillian read at a slower pace. Lillian had 8 errors. I feel that maybe she

should be tested down a level. She really wanted to test and was eager to participate, so I dont

feel that she was disengaged or distracted.

Student 5 was Alexis. Alexis was another second grader. I am a little bit more familiar

with Lexi and I know that she isnt such a strong reader, therefore I started her on the level K

assessment benchmark. Alexis still struggled a bit. I think that she comprehended the story just

fine. She read a little bit slower, but she still had a good flow to her reading, very smooth, not

choppy. She struggled with the name Judy. I even accidentally corrected her during the first

mistake and said Judy, however Alexis still did not catch on. She continued to say Jah, Juda,

Judy for the name Jayda. For you she said youll. The sentence was Ill hide the treasure
and you make the map. I felt that she was trying to follow tenses, not necessarily

misunderstanding, more like not paying attention and following tense. For the work hidden, she

did struggle but then she self-corrected. For the word supplies she did read it as smiles.

The phrase was art art supplies. I felt that she just may have overlooked it. I did mark her at

10 errors, however, more than half of the words were just that name issue Judy. If it wasnt for

that portion she would have had minimal errors. I would almost want to test her on an additional

passage at this same level, just to see more clearly where she is at, before attempting another

level lower.

Finally, Student 6 was Jaxen. Jaxen is also a second grader, but he wasnt from Mrs. Crows

class. Again, I was not sure where to begin with him, but I did know that he was a stronger

reader. He chose a Level W and I let him see how he did with it. I was told he was at a 5/6

grade level by the other students. He had about 6-7 self-correction errors and more so just from

speed and slowing down. He had one real error. The word was predicted. He sort of said

preteded and then pr, pre, predicted. It was hard to hear, but I dont think he said the d

sound. He had about 7 self- corrections, but I did test him prior to a recess. I feel that he was

wanting to get outside and play instead of read for me. He was defiantly a strong reader and I

would go higher, however there arent many higher benchmarks for him. You would have to

watch content appropriateness levels when it comes to students reading at much higher levels

than their maturity.

I would like to have the opportunity to go back and see where these students are

compared to where I had them. I would like to get a better comparison and understanding of this

test. It would be nice to have a more experienced teacher going over this with me to see I am
marking the test as they would have. It was a good experience though and I am thankful to my

willing helpers!