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Analyzing Running Records on the Foundations of Reading Test

Analyzing Running Records on the Foundations of Reading Test. Connecticut Induction 2012. Thursday, June 21 st , 2012. Objectives. By the end of this session you will be able to: Identify and use running record codes for word identification strategies

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Analyzing Running Records on the Foundations of Reading Test

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  1. Analyzing Running Records on the Foundations of Reading Test Connecticut Induction 2012 Thursday, June 21st, 2012

  2. Objectives • By the end of this session you will be able to: • Identify and use running record codes for word identification strategies • Identify patterns in word identification present based on a running record • Explain a child’s strengths and weaknesses in reading based on their running record <Insert Date Here>

  3. Agenda

  4. The What, Why and How of Running Records: A running record is a tool used to assess reading growth. The process is as follows: Student reads aloud, teacher marks their actions with shorthand codes Teacher analyzes students patterns and tendencies to inform instruction On the test, there will be at least one open ended question asking you to analyze a sample running record. In your classroom, this knowledge will be used in the following way: Formal reading assessments (DRA2 or Fountas & Pinnell—3x per year) Interim check points (informal running records—every 4-6 weeks) .

  5. The Shorthand: One way to code miscues is to use the following key: Deletion—student skips a word that’s there Insertion—student adds a word that’s not there Short Pause—student pauses for 1-3 seconds Long Pause—student pauses for more than 3 seconds Repetition—student repeats themselves (incorrect or correct) Substitution—student replaces a word that’s there with an incorrect word Self Correction—student corrects a miscue they’ve made (deletion, insertion, or substitution) .

  6. SCENARIO A • A second-grade teacher assesses a student's oral reading performance by having the student read aloud from an appropriate story while the teacher makes notes on a copy of the story. Printed below is an excerpt from the teacher's record of the student's oral reading. • Based on the results of this assessment, what would you prioritize with this student? • All misspelled words have irregular spellings and cannot be “sounded out” using normal rules of phonics… • Therefore student needs practice with sight words- recognizing them automatically

  7. PRACTICE! • In the folder on your table, you’ll find 3 sample running records that have already been administered. Distribute these among your table and have one person read the passage as the child did, using the shorthand to guide you. Think about the following as you examine the shorthand: • What patterns do you see in this child’s miscues? • What strengths does this child have? How do you know? • What would you prioritize with them moving forward? Why? • When your table has a theory (answer to all 3 of these questions) for each running record, discuss what you found!

  8. Interpreting a Running Record: MOUNTAIN BIKE MANIAStrengths: Weaknesses: Prioritize: 26 FAIRMONT AVE.Strengths: Weaknesses: Prioritize: VAN GOGH CAFEStrengths: Weaknesses: Prioritize:

  9. Check Yourself:

  10. One day, all children in this nation will have the opportunity to attain an excellent education.

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