Running Records & Miscue Analysis Report/Commentary

Your Name: Quinn Crescenzo

1. Analyzing Individual Student Performance

a. Summary of Individual Student Performance

Book Title/Author: A Fishy Story /Richard Leslie Student Name: Unknown Text Level:__C___

Accuracy Rate: 94% Error Rate: 1:18 Self-Correction Rate: 1:7

Reading Level (Independent/Instructional/Frustrational): Instructional

Narrative Summary of Individual Student Progress:

This student read A Fishy Story rather well. He was able to identify the pattern of the book, and
followed that pattern well throughout reading. The student did not have major issues with meaning
or syntax. He also did not properly attend to the suffix endings on words, for example when he said
“fish” instead of “fishy” in the title, and also when he said “dream” instead of “dreaming” on page 2.
This student mostly had visual miscues, which means he needs to look a little more closely at the
words he is reading before saying them. This student should begin tracking the words while he
reads to ensure accuracy.

b. Analysis of Miscues

page Explain/Describe Miscue Explanation of MSV Instructional Relevance

#
T The student
replaced the word
“fishy” with “fish.”
2 The student replaced the
word “dreamed” with
“dream.”
2 The student replaced the
word “bird” with “duck.”
3 The student replaced the
word “Tuesday” with
“Thursday.”
5 The student read “It was
a”, self-corrected to “It
was as”, but added “a”
after “as” the second time
he repeated the sentence.
Visual: The student was
simply not looking closely
enough at the ending of the
word and missed the “y” at
the end.
Visual: The student did not
attend to the suffix of the
word dream.
Visual: The student used the
picture accompanying the
words to identify the animal,
believing it was a duck
instead of a bird.
Visual: The student was not
looking closely enough at
what he was reading.
Meaning: The sentence did
not make sense when the
student added “a” after “It
was as”.
Attending to ends of the
words and suffix endings in
words is important to ensure
accurate word recognition.
The meaning of the word is the
same, but the student must
attend to the suffix for correct
word recognition.
The student was on the right
track, but should attempt to
sound out a word instead of
relying on pictures to tell him
what it is.
Going over the days of the
week and their order to ensure
the student does not mix up
similar sounding days.
The student needs a lesson on
sight words and how they work
together in a sentence.
Tracking print would also be
helpful to following sentences.
 Syntax: The arrangement of
words the student chose after
self-correcting made the
sentence confusing.
Visual: The student was not
properly tracking the text.

6 The student added the
word “that” after
“dreamed.”
Visual: Even though the
sentence still makes sense
with the word addition, the
student was not looking
closely enough at the words.
Having the student track the
text the next time they read
could help this.

c. Summarize Student Needs

Overall, this student needs help with suffixes, sight words, and tracking the text in a book. Having a
lesson on sight words and suffixes/attending to the suffixes of words would help this student read
more accurately next time. The student should also be directed next time he reads a book to track
the text with his finger so he can more easily follow the sentences.

2. Analyzing Whole Class Student Learning

a. Summary of Student Progress for the Whole Class

Independent
Instructional
Student Instructional Weaknesses/Needs
Book Level Focus for a Small
No. or Identified
Group Lesson
Frustrational
-Mostly visual miscues
-Suffixes
Suffixes of words
-Vocabulary/sight words,
0 A Fishy Story C Instructional and tracking print
-Tracking print to ensure
accurately
accuracy in
corresponding words
-Mostly visual miscues
-Vowels Suffixes of words
1 A Fishy Story C Instructional
-Suffixes and sight words
-Vocabulary/sight words
- Visual/meaning
miscues
2 The Wheel B Hard Suffixes
-Vowels
-Suffixes
-Visual/meaning
miscues
-Suffixes
Suffixes of words
3 The Wheel B Hard -Sight words and how to
and sight words
recognize them
-Word substitutions for
unknown words
Suffixes, vocab,
-Visual miscues
4 Packing Hard phonics/consonant
-Suffixes
blends
 -Phonics/consonant
blends
-Vocabulary
-Major visual, meaning,
and structure miscues Suffixes and
5 I Had to Look B Hard -Phonics and consonant phonics/consonant
blends blends
-Prefixes/suffixes

- Major visual, meaning, Suffixes, correctly

6 The Wheel B Hard and structure miscues identifying words,
-Suffixes phonics
-Mostly visual miscues
7 What is Out There? B Instructional -Prefixes/suffixes Prefixes/Suffixes
-Word substitutions

b. Narrative Summary of Patterns that Emerged for the Whole Class Using Evidence
(Use evidence found in 2 focus groups of student work samples as well as the whole class
summary.)

- A main pattern in this group of students is that they have issues with visual cues and
miscues. Few students had problems with meaning or structure.
- Another pattern that emerged for the whole class is an issue with recognizing the second half
of a word, otherwise known as the suffix. For example, student 2 was easily able to identify
the beginning sounds of words, like “track” for “truck”, “ban” for “barn”, “bride” for “bridge” and
“scale” for “school”. The student was attempting to sound out the beginning of the word, but
ultimately did not/was not able to sound out the suffix and said the wrong word. This also
occurred with student 3, who replaced words like “done” for “down”, “tow” for “towards”, and
“police” for “policeman”. These students left out suffixes because they did not identify vowel
sounds, for example when student 2 says “feld” instead of “field” or “tan” instead of “tiny.”
- The students in this class could also use a lesson on sight words. Some students, for
example student 3, replaced a sight word in place of a word they could not read. Student 3
did this when replacing “to” for “through” which despite changing the action of the wheel in
the sentence still makes sense and sounds correct. Another example of this is when student
5 did not recognize common words like “blue”, “dress”, or “jacket.” Common vocabulary
words should be gone over.
- The final pattern that emerged from this group of students is trouble trying to sound out
words. For example, student 5 attempted to say/sound out multiple words they did not know,
like “b” for “blue” and “d” for “dress.” This student also did not recognize some words in this
story, and did not attempt to say them before telling the teacher they did not know. All
students in general did not show signs of attempting to sound out a word, which could tell the
teacher they do not feel confident enough to do so or simply do not know how. A general
lesson on consonant blends and phonics would help them.
- All students easily recognized patterns and how the beginning of each sentence started out
the same. Most students also knew their sight words, but could still use a short lesson on
when they do/do not make sense in a sentence.

c. Summarize Student Needs

 Students will need a lesson on suffixes and sight words. This lesson could include showing students
how to properly track the words they are reading on a page so they do not skip over the second half
of a word, or skip words all together. A lesson on pronunciations and how to attempt to sound out
words would also be helpful, since many students did not attempt to sound out the word correctly
and only said an incorrect word, or told the teacher they did not know without attempting.

3. Using Assessment to Inform Instruction

a. Based on your analysis of student learning presented in prompts 1 and 2, describe next steps for
instruction to impact student learning:
 For the whole class:
o The whole class would benefit from a lesson on suffixes. Almost all students are having trouble
recognizing and reading the suffixes on words. They could also benefit from a lesson on
phonics/consonant blends how to sound out words that they do not know or that are hard for
them to read.
 Other individuals/groups with specific needs:
o Students 0, 3, 4, and 5 would benefit from focus group lesson on vocabulary and sight words.
These students either had trouble recognizing vocabulary that should be familiar to them, or
replaced a sight word with another word.
o Students 1 and 2 would benefit from a focus group lesson on vowels, specifically medial vowels.
They are not recognizing the vowels in the middle of words, which is making them say the
wrong word that starts similarly to the word in text but ends differently.
o Students 4, 5, 6, and 7 would benefit from a focus group lesson on phonics and consonant
blends. These students incorrectly read words because they did not recognize a prefix, suffix,
and did not use phonics to try to pronounce words.

b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.

Students learn best when reading books that are at an instructional level for them, meaning that they
read at an accuracy rate between 90-94%. For the future, the teacher should choose an easier book
for students, since 5 out of 8 total students were reading this book at a hard level when they should
ideally be reading a book at an instructional level when tested. If the teacher wanted students to
hear books at a harder level for them, they should model reading by reading stories aloud to
students. According to Gail Tompkins in Principle 5 of Literacy in Early Grades, “When teachers
read aloud they are modeling: They read fluently and with expression… [and] explain how to use
reading and writing strategies.” (20) Taking this approach would help students understand different
things they are struggling with, mostly including attending to the suffixes of words. During this time,
the teacher could also show students how to sound out more difficult vocabulary words within the
text. Scaffolding students learning is the most helpful way to have them experience hard material.