Running Record Keystone Assignment

Name: Ariana                                                                                      Date: 3/28/2018

Grade: 1^st Grade

Book Title: Frog & Toad Are Friends

                                             Retelling Assessment  

Key Elements	Prompts	0	1	2	3
Sequence	How does the story begin? What important things happened in the story? What was the order of events?			*
Setting	Where does the story take place?				*
Characters	Who are the main characters? Which was the most important and why?				*
Problem	What was one important problem in the story?				*
Resolution	How is the problem resolved? How does the story end?				*
Level of Prompting	High (1) Medium (2) None (3)

Scoring Guide

Complete	Partial	Fragmentary	Inaccurate/ not included
3 points	2 points	1 points	0 points

Interpret Point Totals

Total Points from assessment	Level
12-18	Skilled
7-11	Developing
0-6	Needs Word

Read & Retell a Classic - 1st Grade

Stage 1: Identify Desired Results
Established Goals Introduce the concept of sequencing Students will be able to retell a story with the help of picture sequencing activity. “Frog & Toad Are Friends" by Arnold Lobel will be read to students in a group aloud
Enduring Students will understand that… Stories have a plot, main characters, and a setting. The there are always events that lead to the plot The importance of putting events in order	Essential Questions Where is the title located? Where can we locate the author(s) of the book? What is the plot of the story? What is the setting of the story? Who are the main characters of the story?
Students will be able to… Students will be able to determine a plot in a story and what makes it a plot Students will be able to determine events that lead to a plot in a story and a setting. Students will be able to outline a story. Students will be able to locate any sequencing clue words that can be helpful when sequencing
Stage 2: Determine Evidence for Assessing Learning
Performance Tasks: Students will be assessed on their sequencing from beginning to end of the story line by using pictures ·         During guided practice and independent working time, rotate around the room to check that students are reading well and placing the pictures in the correct order.	Other Evidence: Students ability to discuss and describe why they put the picture in a specific order to represent the storyline. ·         During guided practice and independent working time, rotate around the room to check that students are reading well and placing the pictures in the correct order.
Stage 3: Build Learning Plan
Introduction (5 minutes) ·         Explain to your students that they will be reading a classic story called Frog & Toad Are Friends ·         Tell them that they will first read the story as a class group, then they will read with partners. ·         Explain to the class that at the end of the lesson, they will have a chance to retell the story using pictures that they will illustrate themselves. Learning Activities: Read Frog & Toad Are Friends aloud to the class in a whole group setting Project the reading passage on the board. Ask various students at random identify the title and author. Explain the importance of the title and author and where they can be found in books Ask your students to make a prediction about how the story ends and ask why did they come up with that prediction. Place their ideas on the board. If your students have already read the story, ask other students. Define to students a plot, main events, and setting and explain the importance to them in a story. Remind your students that as they read the story, they should pay close attention to the events in the story, the plot, the main characters, and the setting. Explain to your students that when they understand what they read, this is called comprehension. Read the story as a whole group. If there is a word that your students do not know, have them raise their hand so that you can and review them at the moment and jot down the word(s) on the board. At the end of the story, review the words that students have on the board. Re-read the story again but this time have students jot down the events that happen in the story, the setting, the plot, and the main characters on the board in different categories. I      Independent Practice Partner students up in pairs. Pass out a blank ‘story telling’ format booklet, crayons and a pencil to each student. Direct your students to draw the sequencing of the stories from beginning to end on each page of the booklet and under each page illustration and write what is happening on that page according to the story that was read aloud; Frog & Toad Are Friends. Direct students to write the title and author on the outside of the booklet. Direct students to write the setting, main characters, and plot at the end of the story. When your students are done with this activity, have students rotate to different partners in the classroom and have them retell the story to each other. Guided Practice/Interactive Modeling (15 minutes) Instruct your students to read the passage again with partners. Have them take turns reading sentences or paragraphs. As students are reading in partners, float around the room and help students with difficult words and ensure comprehension and provide feedback if needed. As you circulate the room, ask your students guiding questions. Materials needed for lesson: Blank ‘story telling’ format booklet Colored Pencils Crayons Markers Pencils with erasers S     Standards: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.6 Identify who is telling the story at various points in a text. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

                                           Running Record Reflection

          Arianna is currently a first grader who is currently on an H reading level according to her instructor. Arianna’s instructor informed to me that Arianna loves to read and consistently challenges herself by fluently reading a book on her level and attempting to read books on the next level with the help of supervision. I was also informed by Arianna’s instructor that depending on what mood she is in, sometimes she will not be interested in reading due to problems within the household which then affects her interests in the classroom. When I sat down with Arianna to do a running record, I gave her a passage that was from a book that was within her level and in the classroom, however she never read the book. She seemed excited by looking at the cover of the book by first reading the title and stating “ My cousin has a frog. I sometimes hold him when I go over to his house. His name is Kermy.” I simply asked her what she though t the story was going to be about by looking at the cover page. Arianna stated that she thinks the book will be about two frogs being friends. I asked her if she knew what a toad what. Arianna stated no and in return I defined what a toad was and the difference between a toad and frog to allow Arianna to connect certain living situations, such as toads have dry, bumpy skin while frogs have smooth slimy skin and toads don’t need to live near water to survive, however frogs do. This information that pertain to both animals, if we ever come across it in the book, will allow Arianna to make connections to the animals living situation based on background information.

          As Arianna read, I could tell she understood that passage based on not only her fluency she was able to focus on processing the information she was reading, but also the answers to the open ended questions I asked in relation to the book at the end of her reading. By her speed and fluency of the words I was able to take not that Arianna was exposed to words, whether it was with the help of sight words, language, or reading different genres of books, that were a bit challenging to the average students on her level even though she read the words fluently. After finishing the passage Arianna was motivated to read the rest of the book until the end based on her interest in the book on what will happen next. I suggested Arianna to take her time in pronouncing words that were unfamiliar with her by “chunking” the words by segments and sounds starting from the beginning of the word to the end of the word. I encouraged Arianna to keep reading different genres of books and to always ask what the meaning of words are if they are unfamiliar for future references and build fluency.