Running Record and Lesson Plan

You can view my running record here.


Leah is a bright second grader who did a fine job on the passage “Ready, Set, Robot Race”.
This passage is on a rather high level (Level P) for her age, but she was able to read and comprehend most of it with ease. With an accuracy rate of 96% and a self-correction rate of 1:3, I would conclude that her overall reading ability is at/above age level. Her fluency was super, as she sped through the passage just about a minute. I don’t think she needs any lessons for fluency improvement, but encouraging her to read more books will definitely continue to raise her levels.
However, she did make quite a few errors (five in total) with basic singular/plural form of words. She added on an ‘s’ to some words, while skipping the ‘s’ in other words. She didn’t notice her mistakes- possibly because she was reading so fast, and the context of the text didn’t really change.
Therefore, I decided to review the rules of singular and plural forms of words, based on the common core standard: CCSS.ELA-LITERACY.L.2.1.A

Objective: Understand the difference between singular and plural nouns.
                  Understand how to make singular nouns plural and v.v.
Lesson Plan: Show a plate of cookies. Ask: “What is this?” Leah should answer, “COOKIES!”
Then hold up one cookie and ask the same question. This time, she should answer, “A COOKIE!”
Discuss why she answered that way and what the difference is between the two responses, guiding her if she is experiencing difficulty. Then have her confirm which letter was used to show me that I have more than one. Leah will conclude that an ‘s’ demonstrates a group of items.
Learning Activity: Read the book ‘Caps for Sale’ by Dr. Suess. (This is a great book for this activity because it includes many plural and singular words.) Before beginning to read, I would take a picture walk through the book and have her point out all the items that would be considered singular and those that would be plural. Afterwards, we would take turns reading the pages, where every time she hears a plural noun, she must clap once. When done with the book, I would have her orally recall the singular and plural nouns that we read and chart this in two columns on our personal white board. Again, we will notice that all the plural words have an ‘s’ at the end.
Assessment: Leah will choose 5 items in the room and draw them on a paper. She will write the singular word to represent her drawing near it. Then, she will draw and write out its ‘plural friend’ by adding an ‘s’ and drawing a few of that item.

Of course, Leah can now enjoy some of the chocolate chip cookies ;)!




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