Entry #7

Running Record Analysis #1

            Lynne is a kindergartener whose native language is Vietnamese.  She reads at a level F.  She is an intermediate level English speaker and when she speaks she often speaks only in the present tense and doesn’t add the plural s. 

            I took a running record while Lynne read the book, Diego’s Moving Day.  She read Diego for Diego’s two times.  I could see that she used meaning and visual cues but she did not use syntax cues.  She doesn’t always use them when she speaks.  Then she read aretent for apartment.  For this miscue she only used visual cues because she was not familiar with the word apartment.  She read like for liked, live for lived, and ask for asked.  For these miscues she used meaning and visual cues but not syntax cues.  Lastly, she read sandwich for sandwiches, which shows she uses meaning and visual cues but neglects syntax cues.  Her mother told me that they don’t conjugate verbs in Vietnamese; instead they use another word to show the tense.

            Some strategies that I could use with Lynne to develop syntax in English would be to plan a minilesson on past tense or plurals using a big book from our shared reading.  We could do an interactive writing lesson and write about something in the past tense or use plurals.  Also, during Lynne’s next book introduction, I can do a minilesson on past tense or plurals before she reads the new book.  I would continue to have her read another level F because she still read Diego’s Moving Day with 93% accuracy and she was able to comprehend most of what she read.

 Running Record Analysis #2

            Jasmeen is a kindergartener whose native language is Hindu.  She is an advanced English speaker and she reads level A predictable pattern books.

            I took a running record while she read the book, Where is the Cat?  This book is a level A and had picture clues for each page.  As Jasmeen read the book she looked at the pictures but she made two miscues.  First, she read couch for chair.  For this miscue she used meaning, visual and syntax cues.  The word couch makes sense for the meaning and syntax and both couch and chair start with the same letter.  Next, she read besk for desk.  For this miscue she neglected meaning and syntax.  She was only using visual cues but at times I have noticed when she writes she confuses the d and the b.  She may not have been familiar with the word desk because she looked at the picture but she still read besk.

            Some strategies that I could use with Jasmeen to help her with letter reversals would be to have her practice identifying the letter d with magnetic letters and once she is very familiar with the letter d she could practice the letter b.  Also, during a reading of a big book we could identify all of the d’s and in a later lesson the b’s.  Another strategy to use with Jasmeeen would be to make sure during the introduction of her new book that she is familiar with the vocabulary in the pictures.  Jasmeen can read level A books at 95% accuracy so I will choose a level B for her next book.