Entry #7 - Running Record with 2 ELLs

        This week I performed a running record on two kindergarten students; one native Spanish speaker (student ‘A’) and one native Filipino speaker (student ‘B’).  Both of them speak English well and attended preschool in an English-speaking classroom. 

         I did the reading conference with student A while she read a level 8 book, The Little White Hen.  Many of the miscues she made were because of either adding or eliminating a word.  For example the sentence reads “Where will I lay my egg?” and she added the word “at” after the word “egg”.  I have noticed this type of error commonly with students who are trying to read with fluency.  She was trying to use voice and focused on reading the punctuation correctly.  When she would eliminate words it was because she was reading very quickly.  I did not notice any errors related specifically to her being a second language learner. 

         If student A slows down, and remembers to follow along with her finger as she reads, it will reduce her number of miscues.  I suggested she put a little sticker on her finger when she reads as a reminder to use her finger.  I also think she should use a student friendly rubric to do a self-assessment.

         My experience in the reading conference with student B was much different.  She read a level 4 book called Spring Colors and the majority of her miscues were because of appeals.  She asked me to tell her one word on almost every page.  While she read she was quiet and seemed shy.  I have been around this child my first thought is she has a lack of confidence in her reading.  When I spoke with her teacher she said that she has noticed the same behaviors with student B.  She also stated that student B shows the same shy behavior when having to speak aloud in class.

         Student B has a noticeable accent and it can be difficult to understand her.  She tries to enunciate but some words are hard to understand.  I am not completely sure if she is unable to read the words she asked me, or if she is just having a difficult time pronouncing them.  For her next steps she should read aloud to a teacher or peer, as often as possible.  I would also recommend that she be evaluated by a speech therapist at the school to identify whether or not student B has a speech impediment.  The teacher should continue to work with her on her sight words and phonics skills. 

         The errors that I noticed with these two students seem common for young readers and not necessarily ELLs.  Do you agree?