Entry # 7

When I perform a Running Record, I monitor the student's reading while he/she reads a passage aloud.  As the student reads, I mark the errors and miscues being made by student.  This is a great way to assess a student’s decoding strategies and fluency.   
Student A and Student B read the following Passage. Please note that each page had one sentence with a picture.

Sam and Jan went to the house.
There is a cat on the couch.
The cat ran and jumped on Sam.
Jan opened the door to let the cat out.

M, S, and V:
Student A and B had many substitutions. Student A substituted the word 'house' for 'home' and 'sofa' for 'couch. Student B struggled with the word 'couch'. He knew it wasn't a 'sofa' and he tried to sound it out but could not get it. Student B also struggled with the word 'out'. He did not say anything. Student A got 'out' correct by said 'hugged' for the word 'jumped'. Both students said 'open' instead of 'opened'.


Analysis and instruction
They both tried to substitute words to make meaning. They looked at the pictures to form a word that would make sense. Teaching them to look at the beginning and ending sound and the structure and pattern of the words would help them read fluently.
They had trouble with syntax and need instruction on some grammar rules. Essential Linguistics, Freeman provides a section entitled “Syntax and the Second Language Learner.”  Two methods that teachers are encouraged to use with ELLs are ALM and Content-Based Language Teaching (pg 244).

Teachers are often encouraged to use the audiolingual method (ALM) for teaching a second language.  Since many languages have different grammatical and sentence patterns, this method encourages teachers to use “dialogues and drills” that are designed to help students learn the patterns in the English Language.