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Using Running Records to Inform Instruction

Using Running Records to Inform Instruction. Today you will learn…. What is a Running Record How to score a Running Record Cueing System: Meaning, Structure, Visual cues Assessing Comprehension Using Running Records to plan instruction Prompts to help students become strategic readers.

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Using Running Records to Inform Instruction

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  1. Using Running Records to Inform Instruction

  2. Today you will learn… • What is a Running Record • How to score a Running Record • Cueing System: Meaning, Structure, Visual cues • Assessing Comprehension • Using Running Records to plan instruction • Prompts to help students become strategic readers

  3. What is Reading? • “Reading is a meaning-based process, with readers bringing what they know and believe to what is presented in the text, and through that interaction creating an understanding.” Pennsylvania Literacy Framework

  4. Running Records -The Basics PART 1

  5. Purposes of Running RecordsA Running Record Provides: • Diagnostic information about how the reader is processing print • An accurate and objective description of what actually occurs during the course of reading • Information to make informed decisions concerning instructional needs, grouping, reading levels, and appropriate level of materials

  6. A Running Record - Level Q

  7. Running Record Procedure 1. Choose a book or text. 2. Book Introduction 3. Child reads unknown text 4. Teacher records all miscues 5. After reading, the teacher analyzes the running record making inferences as to the child’s use of cues.

  8. Recording Miscues • Accurate Reading √ √ √ • Substitution went want • Repetition R • Self-Correction (SC) went SC want

  9. Recording Miscues • Omission very • Insertion little or use ^ • Told ( T) thought T • Appeal sometimes A little

  10. What does it look like? Sample Marking Intermediate Sample Marking Primary

  11. Let’s Practice – Recording Miscues!

  12. How to Score • Substitution Count as 1 error • Multiple attempts at a word Count as 1 error • Omission Count as 1 error • Insertion Count as 1 error • Tolds Count as 1 error • Repeated error on a name Count as 1 error • Repetitions Not counted as error • Self-corrections Not counted as error

  13. To Determine Accuracy Rate Calculate the percent of correct words read. Example: • 71(Running words) – 5(errors)= 66 ; • Divide 66 by 71 • Multiply by 100 = 93% Independent = 95% or above Instructional = 90-94 % Difficult = 89% or below VIDEO Scoring

  14. Enjoy aRunning RecordReview!

  15. Points to Remember… Use running records to help place your students in guided reading groups and to inform your instruction. • Authentic assessment should result in improved, more effective teaching • Identifying an accuracy rate can help to determine appropriate text level for guided reading • Analyzing a student’s errors helps a teacher give the student the support needed. • Students with similar needs can work in a flex group.

  16. The 3 Cueing Systems andMiscue Analysis PART 2 MSV - An overview video

  17. Readers Integrate Meaning, Structure, and Visual Cues Reading is an interactive process in which the reader uses information in the text (visual), and applies his/her knowledge of the world (meaning), and knowledge of the language (structure), to help determine author’s intended message.

  18. Relationship of the Three Cueing Systems of Reading STRUCTURE Syntactic Cues What sounds right grammatically? MEANING Semantic Cues What makes sense in context? VISUAL Grapho-phonic Cues What looks right visually and sounds right phonetically?

  19. Analyzing the Running Record MEANING CUE - Substitutions ponies • Text: I like to see horses at the farm. • Analysis: • There were pictures of horses and colts on the page. The intended message is almost the same. • The substitution is not visually similar, but it is an acceptable language structure (noun). • There is often an overlap of meaning and structural cues.

  20. Analyzing the Running Record VISUAL CUE – Substitution Does this substitution look like the word in the text? √ √ √ √ heres √ √ √ • Text: I like to see horses at the farm. • Analysis: • The substitution looks similar. • It is not an acceptable English sentence. • It does not make sense.

  21. Analyzing the Running Record Structure CUE – Substitution The structure of the text (up to and including the substitution) should be acceptable English language construction. √ √ √ fly√ √ √ √ • Text: I like to see horses at the farm. • Analysis: • “ I like to fly…” is acceptable English language construction. • It is not visually similar and does not fit the meaning of the total text.

  22. Cross-Checking CuesTo Confirm a Response Meaning Does this make sense? Visual Does this look right? Structure Can we say it that way? Letter/ Sounds Expected What would you expect to see?

  23. Practice Marking a Running Record

  24. Analyzing the Self-Correction √ √ √ √ √ √ √ fair SC • Text: I like to see horses at the farm. • Analysis: What cues do you think this child used to self-correct? Turn and Talk Video clip - analyzing a self-correction

  25. Practice Marking a Running Record

  26. After our analysis, we can determine how we will prompt a child during their guided reading.

  27. What prompt would you use? TEXT: Yesterday, I walked the dog. • Child:Yesterday, I was the dog. ( Not using Meaning: Does that make sense?) • Child:Yesterday, I saw the dog. (Not using Visual – Does that look right?) • Child:Yesterday, I walk the dog. ( Not using Structure: Does it sound right?)

  28. Points to Remember… Use running records to help place your students in guided reading groups and to inform your instruction. • Authentic assessment should result in improved, more effective teaching • Readers must use meaning, structure, and visual cues and must learn to self-check. • Independent readers integrate all three strategies. • Analyzing a student’s errors helps a teacher give the student the support needed. • Students with similar needs can work in a flex group.

  29. More Practice!

  30. Running Records PART 3 -Assessing Comprehension

  31. Fiction Retelling Story Retelling Worksheet

  32. Story Retelling Rubric

  33. Non-Fiction Retelling Non-Fiction Worksheet

  34. Retelling Rubric – Non-Fiction

  35. Strategy Interview Uses Schema Infers Asks Questions Determines What is Important Monitors Comprehension Visualizes Synthesizes

  36. Points to Remember… Use running records and retellings to help place your students in guided reading groups and to inform your instruction. • Authentic assessment should result in improved, more effective teaching • Assess comprehension using a retelling. • Assess metacognitive thinking using a strategy interview. • Students with similar needs can work in a flex group.

  37. Bibliography Guided Reading: Good First Teaching for all Children, Gay Su Pinnell and Irene Fountas Observation Survey, Marie Clay Becoming Literate, Marie Clay Reading Recovery: A Guidebook for Teachers in Training,Marie Clay Classrooms That Work: They Can All Read and Write, P. Cunningham and R. Allington Early Childhood Assessment Framework, Pennsylvania Department of Education Mosiac of Thought, Eileen Keene Strategies That Work, Stephanie Harvey and Anne Goudvis

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