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Running Records

Running Records. RED 4724. Agenda. What are running records? How do we administer them? Planning for Instruction. What is Reading?. Process of constructing meaning from written text. Complex skill requiring the coordination of a number of interrelated sources of information.

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Running Records

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  1. Running Records RED 4724

  2. Agenda • What are running records? • How do we administer them? • Planning for Instruction

  3. What is Reading? • Process of constructing meaning from written text. • Complex skill requiring the coordination of a number of interrelated sources of information. • Holistic act that takes place ONLY when the parts are put together in a smooth integrated performance.

  4. Characteristics of Strategic Readers Relate new knowledge to prior knowledge Monitor their own comprehension Make predictions Identify a purpose for reading Reread or read ahead (skim) for clarification Think aloud to process their understanding Use many resources to increase their understanding

  5. Assessment Cycle Assessing Performance Analyzing Reflecting Teaching/ Learning Planning Instruction

  6. Six Things You Need to Know About Your Readers • Previewing and Predicting • Oral Reading and Miscue Analysis • Fluency • Comprehension • Making Connections • Reading Preferences

  7. Where do I begin? • Look at a leveling guide. • Select an on-grade level text. • Determine the appropriate level by allowing student to read the first page aloud to you. • If text is too difficult, select an easier text. • If no errors occurs and high fluency, choose a more challenging text.

  8. Levels of Proficiency: Kindergarten: Levels A -2 First Grade: Levels 3 – 18 Second Grade: Level 18 – 28 Third Grade: Levels 28 - 38 Levels 3 – 44 should always have adequate levels of understanding! Accuracy is NOT the only indicator of proficiency!

  9. Running Records (Oral Reading)

  10. Why do a running record? • Individual assessment for text reading • Interpretation of print from the perspective of the reader • Provides evidence of how well children are learning to direct their knowledge to understand the message of the text

  11. Why do a running record? • Information helps guide instruction • Used to assess text difficulty when choosing appropriate levels for children • Captures progress and patterns over time -Marie Clay

  12. Coding Conventions for Running Records

  13. Coding Conventions for Running Records (continued)

  14. What counts as an error?

  15. Running Record Formulas Accuracy Rate Number of correct Words Total Words Self-Correction Ratio Total Errors (include the corrected errors) Self-corrections

  16. Accuracy Rate Analysis 95% - 100% = Easy Text (with comprehension) (Independent Reading) 90% - 94% = Instructional Text (with comprehension) (Reading with Support) 89% and below = Hard Text (Frustration Level)

  17. Warm vs. Cold Warm *Reader has seen or read before *Used more frequently *Provides on-going diagnostic information *Impacts teacher’s focus for instruction Cold *Reader has NOT seen or read before *Used to gather in-depth information about independent strategy use *Check of the reader’s book level *Impacts teacher’s decision about how much support she is providing in Guided Reading

  18. Formal vs. Informal “When compared with the observations of learners at work, test scores are mere approximations that do not provide good guidance to teachers of how to teach a particular child…Standardized tests need to be supplemented at the classroom level with systematic observations that are reliable enough to compare one child with another or one child on two different occasions.” -Marie Clay Observation Survey

  19. Directions: 1. Grab a partner 2. Decide who will be “A” and who will be “B” 3. “A” gets the coded story forAlexander and the Wind-Up Mouse; “B” gets the coded story forAll From an Oak Tree. 4. “A” should take the first running record on the uncoded story forAll From an Oak Tree. 5. Without showing the coded story forAll From an Oak Tree, “B” reads the coded story as if they were the student. 6. Switch Roles. “A” will readAlexander and the Wind-Up Mouse while “B” does the coding.

  20. Cueing Systems

  21. “Cracking the Code” • Read the following passage. • When finished, think about what the passage was about. • Could you retell it in your own words? • Note that there are several missing words. • Think about the words you inserted. • How did you determine which words to insert? Line 1. The old man walked slowly up the steep _____. Every minute Line 2. or two he stopped ____ rested. He was breathing quickly and Line 3. ____ was running down ____ cheeks. I wondered who _____ Line 4. was. Did he _____ in the neighborhood? I wondered ______ Line 5. anyone would be _____ if he did not make it home.

  22. Semantics, knowledge, experiences Structure, grammar Letters & sounds, graphophonics The Cueing Systems • 3 Cueing Systems: • Meaning • Visual • Syntactic Cueing Systems are sources of information that help the reader to understand the text. Meaning Understanding Syntactic Visual

  23. DOES IT MAKE SENSE? Meaning Structure Visual DOES IT SOUND RIGHT? DOES IT LOOK RIGHT? The Good Reader: samples Previews visual info. based on semantics Read on or go back and check predicts confirms Understanding Ideas, words/vocab, structure checks All 3 MSV questions work

  24. Semantic or Meaning Cues Does this make sense? Good readers try to figure out what word makes sense based on the content of the reading material.

  25. Practice Applying MSV Analysis : MEANING • went • Peter ran outside. • Peteryard • He played in the snow. • snow • Peter made a snowball. • butpushed • He put it in his pocket.

  26. Syntactic, Grammar, Structure Cues Could we say it this way? Good readers use knowledge of the way language works.

  27. Practice Applying MSV Analysis: STRUCTURE • out • Peter ran outside. • rolled • He played in the snow. • makesnowballs • Peter made a snowball. • putted • He put it in his pocket.

  28. Graphophonic, Phonetic, Visual Cues Does the word I see look like the word I say? Good readers use their knowledge of the correspondence between spoken language and written symbols.

  29. Pictures are NOT part of the Visual Cueing System! Readers sometimes rely on pictures to support their reading process. It is a way they connect meaning to the text.

  30. Practice Applying MSV Analysis : VISUAL • run • Peter ran outside. • show • He played in the snow. • threwthe • Peter made a snowball. • snowsuit • He put it in his pocket.

  31. Key Questions to Ask • Does this make sense? (meaning) • Does this look right? (visual) • Does this sound right? (structure)

  32. Let’s Practice Miscue Analysis

  33. General Guidelines for Using Running Records • A single running record is only a sample of the reader’s behavior. Look for patterns over time. • During the actual running record, do not teach! • Accuracy rates alone do not provide enough information.

  34. General Guidelines for Using Running Records • Miscues have different degrees of quality. Those that preserve the meaning of the message are “better” than those that ignore what makes sense. • Running records serve as a check for the teacher’s instruction of a text. • The title is usually read for the reader. • Running records are usually given on a sample of 100 words.

  35. Formula For Success Miscue Analysis + Running Records = Informed Educator

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