Running Record Assessment & Report

Running Record Miscue Analysis

Running Record Reflection

Lesson Plan

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Week 8 - Assignment 3

Both videos were very informative in terms of how the reading groups and discussions should be. This semester, I observed the teacher following strategies similar to the ones in the video. A couple of times, throughout the week, children were in the groups discussing what they read and understood. I think having the teacher be a part of the discussion group is important because students can often digress from the main topic of the discussion and having the teacher their helps the structure of the discussion. What I learned from the videos mostly is that the point of the group discussions is to allow students to express their thoughts and ideas about what they are reading. It’s also important to understand that the students all have different comprehension levels and sometimes these discussions can help clarify misunderstanding and misinterpretation from the text. I especially liked the sense of community the reading groups built in the classroom. It gave students a way to connect with their peers.

Week 8 - Assignment 2

Schema Theory

A schema is the amount of structured knowledge a person has about a particular topic. Schemas can be very broad or specific. Having a schema on a topic allows students the reader to retrieve information previously acquired elsewhere. Its helps them make connections and gain a better understanding of the text they are reading. Prior knowledge is key when it comes to extracting meaning from certain texts and combining it with new information that is acquired.

Situational Model Theory

The situational model theory also aids in reading comprehension. It consists of three layers, surface code, propositional textbase, and the situation model. The surface code is made up of the words and syntax. These are the words students read in the text to know what is being said. The textbase contains the ideas being conveyed in the text. This helps readers create mental images about the text. In the mental model students combine prior knowledge and textbase to comprehend the text. Student who read the same passage may have similar textbase but they would have different mental model since the students’ prior knowledge and experience would vary greatly. Good readers constantly check their textbase and mental model to make sure what they already know about the topic corresponds with what they are reading.

Role of reasoning

Reasoning and background knowledge are interconnected. Students are encouraged use reasoning to evaluate what they are reading and match it to their prior knowledge. Making inferences while reading is an important part of reasoning. It allows children make a connection with what they are reading. Using reasoning while reading is connected to better comprehension and retention in students. Students who have a wide range of background knowledge tend to have higher comprehension rate.

Role of attention

Attention is a crucial part of comprehension. Students must learn to read efficiently by paying attention to the text and extracting meaning from it. As students read, they have to be attentive and distinguish between the main idea and details of the text effectively. Students who have difficulty focusing their attention do not get as much understanding from the text due to the lack of attention in reading. Some students need to have the right environment in order to be attentive readers. They need a place with minimal noise and distractions to be able to focus on the words and understand its meaning.

Role of Surface Features 

Surface features such as vocabulary and sentence structure are crucial for reading comprehension. Students who have a broad vocabulary are better readers and have better understanding. Having limited vocabulary hinders students understanding because they cannot make connections with the text. Much of the reading time is spent of understating the meanings of words, which leaves little room for making connections among the words.