Artifact 2: Running Record
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize mul- tiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attain- ment of student academic growth.
The second piece of evidence that supports Standard VI is a analyzing a running record. I sat beside three students as they read through this passage in one minute. I made tally marks for every word a student read and marked if they read the incorrect word. This running record captured what this student knows and understands about the reading passage and the reading process of comprehension. It provides me with an opportunity to examine what a student has learned over time. This running record helps me to understand the “thinking process” of a student by observing their behaviors while reading. I can analyze behaviors, responses, and competencies to determine instructional needs.
This evidence demonstrates my proficiency of Standard VI, Element B. Element B depicts that teachers demonstrate their ability to utilize data sources and evidence to evaluate their practice and make adjustments where needed to improve academic growth. Scoring the running record can show me if students are not comprehending certain sight words or phonics lessons. I can analyze the data and differentiate in order to help them reach academic growth. Calculating the percent of accuracy determines whether the reading level of the passage is easy, instructional or hard. I can take that information and properly align their lessons.
I take a running record for each student, every quarter, throughout the year. This helps me understand exactly where a student needs differentiation or is needing a more challenging reading passage. This helps me understand if the student has the ability to gather a book’s basic message by making meaning of the text and content of the passage. I make sure to look at all errors the student makes. I analyze whether or not they attempt to make sense of the story, do they use the pictures, do they understand the sentences they are reading? I can dig deeper into if the student is using meaning cues and structural cues. If the student still makes sense of the sentence but uses another word, they still have the comprehension piece.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize mul- tiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attain- ment of student academic growth.
The second piece of evidence that supports Standard VI is a analyzing a running record. I sat beside three students as they read through this passage in one minute. I made tally marks for every word a student read and marked if they read the incorrect word. This running record captured what this student knows and understands about the reading passage and the reading process of comprehension. It provides me with an opportunity to examine what a student has learned over time. This running record helps me to understand the “thinking process” of a student by observing their behaviors while reading. I can analyze behaviors, responses, and competencies to determine instructional needs.
This evidence demonstrates my proficiency of Standard VI, Element B. Element B depicts that teachers demonstrate their ability to utilize data sources and evidence to evaluate their practice and make adjustments where needed to improve academic growth. Scoring the running record can show me if students are not comprehending certain sight words or phonics lessons. I can analyze the data and differentiate in order to help them reach academic growth. Calculating the percent of accuracy determines whether the reading level of the passage is easy, instructional or hard. I can take that information and properly align their lessons.
I take a running record for each student, every quarter, throughout the year. This helps me understand exactly where a student needs differentiation or is needing a more challenging reading passage. This helps me understand if the student has the ability to gather a book’s basic message by making meaning of the text and content of the passage. I make sure to look at all errors the student makes. I analyze whether or not they attempt to make sense of the story, do they use the pictures, do they understand the sentences they are reading? I can dig deeper into if the student is using meaning cues and structural cues. If the student still makes sense of the sentence but uses another word, they still have the comprehension piece.