UW-Oshkosh Reading 317 Artifact #4

Reflective Professional
Initial Reflection for Running Record
Standards
International Reading
Standards
International Literacy
Association Standards
Wisconsin Teacher
Standards

Wisconsin
Administrator
Standards
College of Education
and Human Services
Conceptual Subareas

1.1, 1.3, 3.1, 3.3, 5.3

Standard 5:
Standard 6:
Standard 8:
Standard 9:

Teachers know how to manage a classroom.

Teachers communicate well.
Teachers know how to test for student progress.
Teachers are able to evaluate themselves.

Standard 2: The administrator leads by facilitating the

development, articulation, implementation, and stewardship of a
vision of learning that is shared by the school community.
Pedagogy and Diversity

Date:
November 28, 2016
Artifact Link:

running_record.pdf
Download File
What is it and under what conditions was it created?
This is an example of a running record I used with a second grade student. Running records
cover a span of the developmental process and concepts of literacy, such as phonemic awareness,
word identification, phonics, vocabulary, fluency, and comprehension. They help me reflect on
student-learning and how I can better my instruction to help my students reach higher potentials.

Why did you select it for this section?

I selected a running record for the Reflective Professional dimension, because it is an insightful
formative assessment tool I used and studied to assess my students development. I can study
running records over and over to analyze reading levels, look for miscue patterns, and identify
what strategies students use to self-correct themselves. In my first few years of teaching, I did
not use running records very often. They were used occasionally for AIMSweb records while
progress monitoring my students receiving tier 2 interventions, but I did not use them while
working with students individually or in small, differentiated groups.
Throughout my graduate courses, formative assessments were stressed, and I knew I could be
doing more on my end. I researched running records, started building a collection of passages
and record sheets from online resources, and even created my own to fit with passages within my
district's curriculum before I joined a district that had the Fountas & Pinell series.
How does the artifact reflect growth and change?
Since making running records part of my weekly teaching practices, I have seen many positive
shifts, both in my elementary room and how I interact with my staff. I have become much more
knowledgeable in literacy, and I have been a positive voice within my literacy professional
learning community. I was invited by my former principal to attend a Fountas and Pinnell
workshop at the beginning of the 2015-2016 school year, since administrators in my former
district were considering adopting the F& P benchmark assessment program. My prior
knowledge of running records was useful as I was walked through practice assessments at the F
& P workshop. I became stronger at analyzing my students' miscues and deciphering if their
mistakes are related to meaning, visual, or syntax errors, as well as which of these three areas
helped them self-correct some words. I carried this knowledge with me to my new district and
was able to implement running records early in the school year.
My current first grade students have been making great progress with their oral reading since I
made running records part of our weekly routine, especially during intervention. While reading,
they are much more in-tune with how they sound. This shows their improvements with prosody.
In addition, they have realized it is positive to self-correct and reread phrases to help them with
their comprehension. They no longer view self-correcting as mistakes, and they embrace
rereading and self-correcting, since those practices do not count as errors. We discuss this a lot
at the beginning of the year, and I continue to model these strategies weekly.
Subareas:
____content ____curriculum __X__pedagogy ____learning ____ culture __X__diversity
Subsequent Reflections
Revisit the artifact, perhaps mid-program and end-of-program or whenever it makes sense.
Continue the additional reflections directly below your initial reflection.
Date:
What do you notice when you revisit the artifact?

Describe new insights about your artifacts and the transfer of knowledge to your current
PK-12 context.