Hi Mike. It seemed like you had a good reading experience. Had your students read these books before? It sounds like they read really well. It's funny how you bring up the "testing facilities" as being an issue with your readers. My reader is my neighbor and I had to read to me in my home. She's been over before and knew the environment and was very comfortable reading out loud to me (and my three children). This makes me wonder if she would have had the same comfort level if I performed the assessment in the classroom.
We also did discuss the plot, main characters, and the scene after we read, but I tried to make it a “discussion”. I even had my 7-year-old answer questions about the story so my reader, Hailey, did not feel like it was a test. This seemed to make a big difference to Hailey - knowing that she wasn't being "tested" on the material.
I tried to make sure that the students where working with new text.
I have shared all the info that Jill sends us about the project so they know what's going on. I am trying to create a sense of trust and value to both of the students. I feel they are more willing to help and take the project seriously when they see why we are doing what we are doing. Especially the male student who tends to “play up” in front of a larger class. It appears, from the feedback via interview, to give them purpose and they see a bigger picture.
I do think the testing atmosphere has a major effect on the abilities of students.
Hi Mike - You mention that the students that you observed reading felt uncomfortable reading aloud to a group. Is this something you had previously observed or did they verbally communicate that to you? Did you complete two separate running records and read one on one with them or did the students listen to each other read? I'm also a little confused about why you bring up testing facilities. Did you read with them in a room that's usually reserved for testing or something like that? Or did the students just automatically think they were being tested because you asked them to read to you. This makes me think about my student. She's is only in the second grade and I don't think she had any idea that I was doing a running record because she was so concentrated on reading aloud. I can totally understand how older students might feel pressured in a situation like this where they actually know whats going on.
The room was the normal room they attend for study hall. It's quiet so I think that had something to do with it. They both completed separate records on different days. They communicated the issue with me. I have been sharing the info Jill sends us, so they see as much info as possible. They are not grades for the class and both wanted to confirm that this was not going to be graded. Once that was established both moved with ease through the reading.
Hi Mike. It seemed like you had a good reading experience. Had your students read these books before? It sounds like they read really well. It's funny how you bring up the "testing facilities" as being an issue with your readers. My reader is my neighbor and I had to read to me in my home. She's been over before and knew the environment and was very comfortable reading out loud to me (and my three children). This makes me wonder if she would have had the same comfort level if I performed the assessment in the classroom.
ReplyDeleteWe also did discuss the plot, main characters, and the scene after we read, but I tried to make it a “discussion”. I even had my 7-year-old answer questions about the story so my reader, Hailey, did not feel like it was a test. This seemed to make a big difference to Hailey - knowing that she wasn't being "tested" on the material.
Hi Kathleen
ReplyDeleteI tried to make sure that the students where working with new text.
I have shared all the info that Jill sends us about the project so they know what's going on. I am trying to create a sense of trust and value to both of the students. I feel they are more willing to help and take the project seriously when they see why we are doing what we are doing. Especially the male student who tends to “play up” in front of a larger class. It appears, from the feedback via interview, to give them purpose and they see a bigger picture.
I do think the testing atmosphere has a major effect on the abilities of students.
Hi Mike - You mention that the students that you observed reading felt uncomfortable reading aloud to a group. Is this something you had previously observed or did they verbally communicate that to you? Did you complete two separate running records and read one on one with them or did the students listen to each other read? I'm also a little confused about why you bring up testing facilities. Did you read with them in a room that's usually reserved for testing or something like that? Or did the students just automatically think they were being tested because you asked them to read to you. This makes me think about my student. She's is only in the second grade and I don't think she had any idea that I was doing a running record because she was so concentrated on reading aloud. I can totally understand how older students might feel pressured in a situation like this where they actually know whats going on.
ReplyDeleteHi Ashley.
ReplyDeleteThe room was the normal room they attend for study hall. It's quiet so I think that had something to do with it. They both completed separate records on different days. They communicated the issue with me. I have been sharing the info Jill sends us, so they see as much info as possible. They are not grades for the class and both wanted to confirm that this was not going to be graded. Once that was established both moved with ease through the reading.