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Using Running Records to Drive Instruction

Using Running Records to Drive Instruction. 4 Roles of Effective Readers. Code Breaker Text Participant Text User Text Analyst. Code Breaker. Can pronounce words but unable to comprehend the meaning of what was read Word callers Need vocabulary building. Text Participant.

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Using Running Records to Drive Instruction

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  1. Using Running Records to Drive Instruction

  2. 4 Roles of Effective Readers • Code Breaker • Text Participant • Text User • Text Analyst

  3. Code Breaker • Can pronounce words but unable to comprehend the meaning of what was read • Word callers • Need vocabulary building

  4. Text Participant • Connects information in text to knowledge and experiences

  5. Text User • Actively participates in the reading process • Asks questions, makes predictions, and makes connections

  6. Text Analyst • Reads critically, analyzes materials and determines value and accuracy of what has been read

  7. 2 Distinct parts of Assessment Running Records Comprehension Check

  8. Miscues Self-Correct (SC) Meaning (M) Syntax/Structure (S) Visual (V) When looking at errors: use the M,S, and/or V depending on the source the of information used

  9. Comprehension Oral Retelling of Story Analyze the following: • Have child close book in as much detail as can remember • If difficulty occurs – use prompts • Use a comprehension rubric • Characters • Main idea and supporting details • Sequence of events • Setting • Plot • Problem and solution • Response to text specific vocabulary & language

  10. Retelling Checklist • Can the child tell you what happened in the story or what the factual book was about in his or her own words? • Does the child include details about the characters in the retelling? Can she or he explain the relationships between the characters? • Can the child describe the setting? How detailed is the description? • Can the child recall the events of the story, and can he or she place them in the correct sequence? • Can the child identify the problem and the resolution? • Does the child use vocabulary from the text? • Does the child’s retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text?

  11. Student Talk • After the reading, talk about some of the things you observed during the reading • Reinforce and praise certain behavior commenting and questioning that focus on specific behaviors. • For example - focus on a self-correction and ask, "How did you know it was animal and not animals?"

  12. Observation • Does the child have mastery of directionality, one-to-one correspondence, return sweep, etc.? • Did the errors made by the child make sense? • Did the child attempt to self-correct? • Did the child use the meaning, structure, and visual cues to identify words and get meaning from the text? • Did he or she use them in an integrated way, or did he or she rely heavily on one particular source of information? • Did the child make an attempt to read a word before asking you to help? • How was the child’s fluency? Did she or he just word-call? • Did the child seem to recognize phrases? • Were there many pauses? Were the pauses lengthy? • How was the child’s expression?

  13. Checkmarks are not enough • Assessing reading progress is key to moving them at the proper developmental rate • It’s a combination of information gained from the analysis of a running record, qualitative analysis, and analysis of a child’s retelling will help you select the appropriate books for your children’s reading levels • Being placed at the word calling level puts a child at a reading level that is too difficult for him or her to achieve good comprehension

  14. Guided Reading • Small-group, instructional process that bridges the gap between shared reading with the whole class and independent reading • Uses leveled books with increasing stages of difficulty   • Once familiar with each child you may choose to group them by instructional reading level or strategy/skills focus

  15. What to do? • Groups are dynamic, flexible, and change on a regular basis. • Stories are chosen at appropriate level for each group - no prescribed sequence. • Introductions focus on meaning with some attention to new and interesting vocabulary. • Skills practice is embedded in shared reading. • Focus is on the student, not the lesson. • Teacher and students actively interact with text. • Questions develop higher order thinking skills and strategic reading. • Teacher and students interact with text to construct meaning. • Students read entire text silently or with a partner. • Focus is on understanding meaning. • Students respond to story through personal and authentic activities. • Students read independently and confidently. • Assessment is ongoing and embedded in instruction.

  16. Ideas • Inference Riddles http://www.philtulga.com/Riddles.html • Prediction http://www.philtulga.com/Prediction.html • Inference http://www.studyzone.org/testprep/ela4/e/drawconclusionsp.cfm • Cause and Effect • http://www.hbschool.com/activity/trophies/rsr/build1/RR_e_4_4.htm • Author’s Purpose http://www.hbschool.com/activity/trophies/rsr/build1/RR_e_4_20.htm • Main Idea • Great resources on my webpage

  17. Guided Reading Groups vs. Strategic Groups http://www.thedailycafe.com/members/282.cfm

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