Today I let Liv pick a book to read so that I could take a running record. She chose a Lalaloopsy book called School Day!. I only kept a running record for the first five pages but we did finish the book. Liv did quite well with this book but she did have several self-corrections as she normally does. There was a total of 154 words and Liv had 7 mistakes, resulting in a score of 95% accuracy. She also had 7 self-corrections, resulting in a self-correction rate of 1:2. Liv was more nervous than usual since I was writing while she was reading.
I noticed that Liv fidgets and looks around when she is unsure of a word and when she can't figure it out she gets visibly upset. There were only three words that she couldn't figure out: mysterious, secret and laughed. She had several self-corrections including the words invented, favorite, lessons, Misty, Flowerpetal, wasn't, and she. She repeated an entire sentence four times in order to figure out the words invented and favorite. She kept looking at me for help, but didn't ask because I told her that I wasn't allowed to help her unless she really got stuck. She was so excited when she finally figured out invented and favorite, which were both in the same sentence.
Liv also sounds each word out in a whisper before she says them out loud. She will shake her head no when she knows that she is wrong. There were several words that she had to sound out multiple times before she actually read them to me. I didn't include these in self-corrections because she wasn't reading. I have learned to give Liv all the time she needs in order to build her confidence. She definitely shows her emotions in her facial expressions and I can tell that she gets disappointed in herself when she gets words wrong. I just keep encouraging her and telling her how great she is doing and that everyone makes mistakes. I am very pleased with the progress she is making and hope that her confidence continues to improve!
Hi Heather! I agree with the way you constantly give Liv encouragement as she reads. This will really help her build her reading confidence.
ReplyDeleteAccording to your running record, Liv did a good job reading. If you go to Scholastic Book Wizard (http://www.scholastic.com/bookwizard/) you can look up grade level equivalent, reading levels and lexiles. According to that site, the book you chose was a Reading Level "L", which is a 2nd grade level book. If you go to this site, it tells you more about where students should be according to their grade level (http://teacher.scholastic.com/products/guidedreading/leveling_chart.htm). I would like to know more about the literacy instruction you use with Liv when you tutor her? Here is another great site to assess students to help guide your instruction (https://www.easycbm.com/).
Thanks so much for the helpful information! I will definitely use those sites in the future. Liv is actually in the third grade, but should be in the fourth as she got held back in kindergarten. She is significantly below level for her age but I think that with a lot of work and encouragement she will make progress. Liv and I are still getting to "know each other" in the student/tutor roles ( I have known her for a while but just started tutoring her), so our instruction is just focused on learning the different reading strategies and some basic phonics rules for now. I don't think anyone has ever focused on strategies with her before, she acts surprised when I introduce them to her. I am almost positive that she is dyslexic, she shows lots of signs, several of her teachers have mentioned it to her mother and it runs in her family. For now I am just working on building her confidence because she thinks she is a terrible reader and actually called herself "stupid" today, so we are working with books that are on her level. I don't want to frustrate her with books that are any harder than what she can handle until her confidence is built up.
DeleteHeather, I have students who whisper read also. I'm glad they are sounding out the words, but it also makes it hard for me to know if they are making the correct sounds of the letters and at which part of the word they are getting stuck with. I have a student who is very bright, but I don't think he has enough confidence in his reading so he is afraid to take the risks of getting a word wrong. I have another girl who uses a great method of sounding out words, but she has trouble with blends such as sh-, th-, and ch- because she wants to sound out each individual sound. It is amazing how each students no matter what level of reading they are on, can struggle with different parts of reading! I wonder how Liv would do with a more challenging text.
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