Using Running Records To Inform Guided Reading Instruction

Using Running RecordsTo Inform

Guided Reading Instruction

What they knowWhat they know

AndAnd

How they know itHow they know it

Reading Work

The reader

Picks up and uses information,

Monitors the reading, making decisions,

Activates self-correcting to revise a prior decision.

TEXT

Visible ItemsVisible Items Invisible RelationshipsInvisible Relationships

Reading Vocabulary&

Writing Vocabulary&

Visual Patterns

Using Schemas&

Meaning&

Structure&

Expect to See

•Collect evidenceCollect evidence•Analyze the evidenceAnalyze the evidence•Make a decisionMake a decision

Analyzing Running RecordsAnalyzing Running Records

Guided Reading Intent

• Place students into small groups based on their reading level

• Carefully selected text that allows child to acquire strategies to build – independence, – fluency, & – comprehension

Strategic ProcessingStrategic Processing

MonitoringMonitoring SearchingSearching Cross Checking one source of information Cross Checking one source of information

against anotheragainst another Self CorrectionSelf Correction Integration Integration

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BehaviorBehavior Sources of Sources of informationinformation

Strategic Strategic ProcessingProcessing

Analyzing Running Records

estuvo AC RCuando Laura estaba en la escuela

muchos AC había mucho ruido.

Behavior Processing Source of Info.

Repeat SM/ searching /SC MS/V (f)

Sub. estuvo SM & CC MS/V (f) estabaSub. muchos SM & CC MS/ V (f) mucho

estuvo AC RCuando Laura estaba en la escuela

muchos AC había mucho ruido.

T: me gusto como te fijaste (SM)que no se veía bien Estuvo tiene sentido pero no se ve bien en lo final.

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El ratón subió

y el gato siguío

El ratón bajó

y el gato lo siguió

El ratón brincó

y el gato lo siguió

El ratón corrió

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y el gao lo siguó

El ratón pasó

y el gato lo siguió

El ratón se lanzó

y el gato lo siguió

El ratón se escondió

y el gato se atoró

Pobre gato atorado…

Se quedó sin bocado.

Group Practice

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In small groups, note behaviors revealed in the Running Records provided.

Determine what strategies were used.

What will you need to focus on during Guided Reading for this student?

BehaviorBehavior Sources of Sources of informationinformation

Strategic Strategic ProcessingProcessing

Guided Reading FrameworkPre-reading: • Modeling a particular strategy• Introducing Text

During Reading:• Children reading softly• Teacher noting strategies used and neglected• Teacher prompting individual children

(scaffolding) to apply neglected strategy during reading

Post Reading: • Comprehension questions• Addressing strategy covered

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We will see whatwe are looking for.

Running Records allows us to be neutral observers.

Running Record analysis allows us to be focused in our teaching