kus_anecdotal+records

- did not need much help all the time - sounded out words on his own - was excited about the book - related it to his life by telling be about one time he went to the beach - took the A.R test - had no trouble reading directions - got a great score on A.R. test - comprehension was good || - sounded out almost every word - looked up for help constantly just wanted to word handed to him - confused the letter ‘d’ with ‘b’ and visa versa - when he saw a word he knew he would say ‘oh that’s a spelling word!’ excited he knew the word - became frustrated with the word ‘they’ always said ‘there’ instead - needed a lot of encouragement ex. ‘I know you know that word!’ - caught on to the repeated word ‘says’ in the text after sounding it out a couple of times - had trouble reading the A.R. test questions, asked for help a lot - had okay comprehension once he knew what the question was saying - no matter what he was still excited about the book ||
 * Anecdotal Records!**
 * 1) Grade 2, Students were participating in ‘Book Buddies” while I took anecdotal records. This is where students are assigned groups based on reading ability and given a bag with a couple of books based on their level. Students take turns reading one page at a time out loud to their group and the adult (i.e. teacher, volunteer, mother, father).
 * 2) Objectives: Students will successfully read parts of a book of their reading level out load to their peers and an adult with less pressure while having fun.
 * 3) Anecdotal Records was used to assess students informally to better gain an understanding of where students are having trouble and where they excel.
 * 4) Based on the data I recorded it is obvious that Chris has a hard time with reading. He needed a lot of motivation to read very simple words. He was excited about reading which helps him stay on task and not become frustrated. He would not be able to read a book without help from an adult or a peer who is at a greater reading level. When it was time for Chris to complete the Accelerated Reader quiz he needed help reading the questions and possible answers. Without my help Chris would have not been able to answer the questions because he wouldn’t be able to understand them. Once the questions were read he had no trouble answering the question, which meant his comprehension level was good. James, the other child in my group, was a slow reader and used his sounding out strategies to get through the text successfully. He also needed some help at times but had great comprehension which concluded from looking at the grade he received on his Accelerated Reader quiz after reading each group.
 * James || Chris ||
 * - took a few tries to pronounce the work ‘viper’
 * 1) ‘Book Buddies’ is a great activity for children to show off their reading skills not only to their peers but to other members of the community, such as teachers, volunteers, parents, grandparents. Students feel proud to be able to read their books, so for future recommendations for the class would be to continue giving children this type of experience to promote a life long love for reading.
 * 2) The more practice these students get the better readers they will become. Motivation is a key aspect as well. Without motivation at school and at home students have the chance to become frustrated with reading and therefore have less of a desire to succeed. For both of the students I observed I would suggest to greatly motivate them, therefore giving them the confidence they need to reach the next level.