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Running Records

Running Records. Insights into Literacy Learning. ONCEPON ATIME LONG AGO IN THEBES IMKING. OEDIPUS DAKING. LVMYMRS. LVMYKIDS. THEBENS THINK OEDDY ISCOOL. NOPROBS. OKAY MAYBE THEREZZ 1LITL1. MOTHER WHERERU? WHEREAT MYDAD?

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Running Records

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  1. Running Records Insights into Literacy Learning

  2. ONCEPON ATIME LONG AGO IN THEBES IMKING. OEDIPUS DAKING. LVMYMRS. LVMYKIDS. THEBENS THINK OEDDY ISCOOL. NOPROBS. OKAY MAYBE THEREZZ 1LITL1. MOTHER WHERERU? WHEREAT MYDAD? NOCALLZ NEVER. HAVENOT ACLUE. INMYMIND IWNDER WHOAMI? IMUST FINDEM. JO MYWIFE GOES, "OED DONT USEE? WERHAPI NOW LETITB." IGO "NOWAY. IAMBOSS. DONTU TELLME MYLIFE. INEED MYMOM. II WILLL FINDHER. FIND BOTHOF THEM." SOI START SEEKING DATRUTH ABOUT WHO IAM. ITGOEZ ULTRAAA SLOWE. THE SPHYNXS RIDDLE WAS ACINCH BUT NOTTHIZ. SUDNLEE WEHEAR SHOCKING NEWS. WHEN IWASA TINY1 THISGR8 4SEER SED IWOOD OFF MY ROYAL OLDMAN THEN MARREE MYMAMA. SICKO RUBBISH, NESTPAS? WHOWHO COULDBE SOGONE? STIL MOMNDAD SENT MEEEEE AWAY. MEE ABABI AWAAAY. NOWWWWW GETTHIZ. MANY MOONS GOBY. IMEET THISGUY ONATRIP. WEDOO RUMBLE. WHOKNEW? ILEFTMY POP ONE DEDMAN. UGET DAFOTO. MAJR TSURIS. JOJO MYHONEE, MYSQEEZ, MYLAMBY, MIAMOR, MYCUTEE. JOJOY IZZ MYMOMMY. YEGODS WHYMEE? YMEYYME? LIFSUX. IAMBAD, IAMBADD, IMSOBAD. STOPNOW THIS HEDAKE. THIS FLESH DUZ STINK. ITZ 2MUCH PAYNE 4ONE2C. TAKEGOD MYEYES! AIEEEEE! Dunkerly-Bean 2013

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  4. The Stroop Effect • Ignore what each word says and just name the color the word is written in as fast as you can… • RED • BLUE • BLACK • GREEN • PURPLE Dunkerly-Bean 2013

  5. WAS THAT HARD? • THE STROOP EFFECT demonstrates that even when we consciously try to ignore words, we can not help but decode them. • Proficient readers find it difficult to ignore the word and just name the color. • Word decoding is so rapid and automatic that it can not be turned off. Dunkerly-Bean 2013

  6. Why Running Records ? • Method of recording students reading behaviors • Can be taken any time on any reading materials • Provides teacher with information that can be analyzed to determine strengths and needs of individual students Dunkerly-Bean 2013

  7. Instructional Purposes for Running Records • Tells us what a student CAN Do with text • Matches student with appropriate text for instruction • Enables flexbible grouping for guided reading • Monitors progress • Development of reading strategies • Helps plan day to day instruction • Shows particular difficulties of each student • Provides reliable documentation of long-term progress hen kept in student portfolio • Prevents “stagnant” instruction/grouping • Provides valuable insights into literacy development Dunkerly-Bean 2013

  8. Accuracy Rates • 95-100% = an easy text, independent • 90-94% = “just right” text for instruction • Below 89% = a difficult text – frustration Dunkerly-Bean 2013

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  10. Wild Weather! Dunkerly-Bean 2013

  11. Table of Contents Dunkerly-Bean 2013

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  22. Analyzing Errors M = Meaning • If what children read makes sense, even though it is inaccurate, they are usually able to apply their oral language knowledge to their reading. Dunkerly-Bean 2013

  23. Analyzing Errors • S = Structure • Is what the child says grammatically correct? Does their personal ‘grammar’ contain the structures required to read this book? Dunkerly-Bean 2013

  24. Analyzing Errors • V = Visual • Do children use visual cues taken from letters and words? • Note: Visual refers to text, NOT to illustrations, font, etc. Dunkerly-Bean 2013

  25. Meaning Cues • What is happening in the story • Semantics ( linguistics, logic) • Intended meaning is almost the same • Pictures used • “Does it make sense?” Dunkerly-Bean 2013

  26. Structure Cues • Syntax • Not visually similar • A possible English sentence • Takes into account only the text up to and including the error • “Does it sound right?” Dunkerly-Bean 2013

  27. Visual Cues • Graphophonic • Letters and words look alike • High visual similarity • “Does it look right?” Dunkerly-Bean 2013

  28. Self-Corrections • Determine cues used to make errors • Provide teaching point: work on cues not used to cross check • Determine possible cue(s) used in self-correction • Goal: Integration of all 3 cueing systems. Dunkerly-Bean 2013

  29. Analyzing Running Records • Determine… • Appropriateness of text • Cues used or neglected • If cues were integrated • Which strategies were used at the point of difficulty • What needs to be learned/reinforced next Dunkerly-Bean 2013

  30. The “Why” of Running Records • By making errors, readers develop effective procedures for searching, cross-checking and self-correcting. • By analyzing these errors and summarizing the data, teachers plan instruction that directs the reader’s attention to efficient and effective ways of solving problems. Dunkerly-Bean 2013

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