Review Running Record and Miscue Analysis

Miss Peacock/Grade 3/English Language Arts

Duration: 10-15 minutes

Materials needed: computer, internet access, pencil, and handout

Description of Lesson:

            Students will use an interactive website to enhance their word recognition skills. This lesson will take place in a computer lab or (if the school permits) use laptops in the classroom. The students will log on to http://teacher.scholastic.com/clifford1/ and chose a specific story of Clifford, the Big Red Dog to read. The students will practice reading the lines out loud with their reading partners. When the students finish each sentence they will click on the speaker to indicate if they read the sentence correctly. The students will record words that they did not get correct on the first try in order to keep track of certain syllables that they need more practice with. After students read two of the books online, they will write a small passage using the words they had trouble pronouncing in the book. If they did not have difficulty pronouncing any words, they will simply take a few words from the text to write a small passage. This passage can be as creative as they want and will go in their daily journal.

Standards Addressed:

·         ELA Standard 1: Students will read, write, listen, and speak for information and understanding.

o       1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

o       2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Goals:

Ø      Students will stress the syllables of difficult words in a story.

Ø      Students will work together to find meaning within the short story.

Ø      Students will create a separate passage using difficult words in a story.

Ø      Students will self assess themselves as they read throughout the story.

Objective:

            After completing an activity involving a running record, students will work together to read two short stories and write a small passage using difficult words with 90% accuracy.

Lesson Introduction/Motivation:

            Students will be in the computer lab or on their own personal laptops. At the beginning of class, we will discuss various strategies we can use while we read a short story.

Step-by-Step Procedure:

1)      Students will walk into the computer lab and turn their chairs outward so that they are facing the SMARTBoard in the computer lab.

2)      We will outline importance strategies to use while we are trying to read small passages in short stories.

3)      Students will work in pairs to read 2 short stories from a website that was given to them.

4)      Students will click on the loudspeaker to ensure that they are correct in their pronunciation.

5)      Students will write down difficult words or words that they had a hard time pronouncing.

6)      Students will use these difficult words or words from the story to create a short passage about anything they would like to share.

Differentiation:

Students will be given special audio speakers so that they can listen to the pronunciation of the words in the story. Students will also be given larger text in a separate sheet for better visual.

Closure/Extension:

            Students will write a small passage using difficult words they found in the story. Students will share their small passage at the end of class working on stressing the syllables in the difficult words.

Assessment/Evaluation:

            Students will be assessed on their small passages and their verbal communication. The teacher will walk around during the pair activity to ensure that the students are having little difficulty pronouncing words in the book.