Here is a Running Record for my focus student Chelsea (pseudonym). This was performed on March 4th, 2015. I hope to move progressively towards more focus demanding passages in the upcoming weeks with Chelsea (Q and beyond) and do Running Records for the rest of my focus students. (#FEAP1c)
I interviewed Ms. Bernard after lunch today about my action plan with my students and I asked her what kind of thoughts she had on my overall plan. She is the school's official ESE coach, and circulates around to every grade level and works in small groups normally with the students who are struggling the most with Tier 1 instruction. I wanted to see what she thought on the matter, because she has had much experience working with students who need action plans in order to progress through school. Proper scaffolding is one of the keys to student success, and certified/pre-certified teachers alongside certified specialists have to step up and construct these academic plans of action. I asked her if she thought my wondering question was okay, and how I could take the data I gathered and put it towards future lessons. She said that the reading comprehension wondering about Rodger was a little too vague, and that I should perform a running record at an academically challenging level for Rodger, and to work from there as far as comprehension inquiry. I learned that an apology to students who are "low achieving" can go a tremendously long way because they are used to being told they are incorrect all the time. She said that showing that you care means the world to students who come from migrant families, as many emergent ELL students are. Natural behavior issues will arise, and its responsible to work with them instead of against them. Ms. Bernard is a nice lady, and she said keep plugging at it and I would have some data to help my students get back on track in no time.
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March 2015
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