The Fox on the Box
p. 3 The fox sat on the box.
p. 4 The fox ate on the box.
p. 7 The fox played on the box.
p. 8 The fox jumped over the box.
p. 10 The fox jumped on the box.
p. 15 The box sat on the fox.
The paages that are not listed only had illustrations of what was happening.
Eduardo is constructing meaningful sentences. Most of the words that Eduardo read incorrectly did not change the meaning of the sentence. Eduardo rereads to gain meaning, but does not self correct his errors. He reread page 4, but still read the word ate as eat. Since Eduardo only speaks Spanish at home I don't think the word "ate" is common for him. He attempted all words and used picture clues when he got stuck on a word. On page 7 Eduardo got stuck on the word "played." He reread the sentence twice and examined the picture, but then decided that the word was run. Replacing the word run in the sentence did not change the meaning and was supported by the picture. I now know that I need to teach Eduardo to pay attention to the letter that the word begins with when he gets stuck. Another miscue that Eduardo made during his reading was on page 8. The word in the book was jumped and Eduardo read jump. Again this error did not change the meaning of the text, but it make me aware that Eduardo is unaware of suffixes. This seems to be a common mistake with Spanish speakers. Now I need to introduce Eduardo to common suffixes and show him how to pay attention to the end of a word. Eduardo was able to make sense of the text and was able to understand what happened. Eduardo did a good job using picture clues and tracking with his finger. Most of Eduardo's mistakes were visually similar (such as sit and sat.) I need to work with Eduardo and get him to pay attention to the entire word instead of just the beginning. This story was at an instructional level for Eduardo. When I asked Eduardo his favorite part of the story, he said "The chasing part because they was playing." This showed me that a lot of his understanding about the story came from the pictures. See running record below.
Kevin B. read How to Make a Mud Pie, by Deborah Eaton.Kevin speaks only Vietnamese at home.
How to Make a Mud Pie
p. 2 You can make a mud pie. It's easy! First, find some good dirt.
p. 3 Fill some pan with water. Dump the water on the dirt.
p. 4 Mix the water and the dirt. Now it is mud.
p. 5 Mix the mud some more. Use your fingers and your toes.
p. 6 Put in some rocks to make it crunchy.
p. 7 Put in some fat wiggly worms.
p. 8 Take out your shoes and socks.
p. 9 Take out your little brother.
p. 10 Make the mud good and gooey. Now it is ready.
p. 11 Pat it. Make a flat pie. Let your little brother help.
p. 12 Put it in a pan. Bake it in the sun.
p. 13 When it is done, give some to your dad.
p. 14 Give some to your mom.
p. 15 Give some to your dog.
Kevin's errors were mostly visual in this story. The words look similar but have a different meaning. Kevin's miscues in this story did effect his comprehension at the end. I need to teach Kevin that if he reads a sentence and it doesn't make sense to him that he needs to re read it. On page 2 Kevin read, "First, fill some good dirt." Kevin used picture clues during his reading and he may have got the word fill because fill and find both start with the letter "f" and in the picture it looks like the boy is filling in a hole. Quite a few of Kevin's errors were connecting words and not vocabulary words. For example he would say in instead of on, is instead of and a instead of the. Kevin made two self corrections in this story. He was able to self correct the word dump by sounding it out and breaking it into smaller parts and he reread and self corrected the word "on" because it didn't make sense. Kevin's miscues related to how he speaks. The next step is to teach Kevin to pay attention to all of the words and to reread when a sentence does not make sense. See running record below.
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