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Using Running Records to Inform Instruction. Today you will learn…. What is a Running Record How to score a Running Record Cueing System: Meaning, Structure, Visual cues Assessing Comprehension Using Running Records to plan instruction Prompts to help students become strategic readers. - PowerPoint PPT Presentation
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Using Running Records to Inform
Instruction
Today you will learn…
What is a Running Record How to score a Running Record Cueing System: Meaning, Structure, Visual cues Assessing Comprehension Using Running Records to plan instruction Prompts to help students become strategic readers
What is Reading?
“Reading is a meaning-based process, with readers bringing what they know and believe to what is presented in the text, and through that interaction creating an understanding.”
Pennsylvania Literacy Framework
Running Records-The Basics
PART 1
Purposes of Running RecordsA Running Record Provides:
Diagnostic information about how the reader is processing print
An accurate and objective description of what actually occurs during the course of reading
Information to make informed decisions concerning instructional needs, grouping, reading levels, and appropriate level of materials
A Running Record - Level Q
Running Record Procedure
1. Choose a book or text.
2. Book Introduction
3. Child reads unknown text
4. Teacher records all miscues
5. After reading, the teacher analyzes the running record making inferences as to the child’s use of cues.
Recording Miscues
Accurate Reading √ √ √
Substitution went
want
Repetition R
Self-Correction (SC) went SC
want
Recording Miscues
Omission very
Insertion little or use ^
Told ( T) thought T
Appeal sometimes A
little
What does it look like?
Sample Marking Primary
Sample Marking Intermediate
Let’s Practice – Recording Miscues!
How to Score Substitution Count as 1 error Multiple attempts at a wordCount as 1 error Omission Count as 1 error Insertion Count as 1 error Tolds Count as 1 error Repeated error on a name Count as 1 error Repetitions Not counted as error Self-corrections Not counted as error
To Determine Accuracy Rate
Calculate the percent of correct words read.Example:
71(Running words) – 5(errors)= 66 ; Divide 66 by 71 Multiply by 100 = 93%
Independent = 95% or aboveInstructional = 90-94 %Difficult = 89% or belowVIDEO
Scoring
Enjoy aRunning Record
Review!
Points to Remember… Authentic assessment should result in improved, more
effective teaching Identifying an accuracy rate can help to determine
appropriate text level for guided reading Analyzing a student’s errors helps a teacher give the
student the support needed. Students with similar needs can work in a flex group.
Use running records to help place your students in guided reading groups
and to inform your instruction.
The 3 Cueing Systems andMiscue Analysis
MSV - An overview video
PART 2
Readers Integrate Meaning, Structure, and Visual Cues
Reading is an interactive process in which the reader uses information in the text (visual), and applies his/her knowledge of the world (meaning), and knowledge of the language (structure), to help determine author’s intended message.
Relationship of the Three Cueing Systems of Reading
STRUCTURE
Syntactic Cues
What sounds right grammatically?
MEANING
Semantic Cues
What makes sense in context?
VISUAL
Grapho-phonic Cues
What looks right visually and sounds right phonetically?
Analyzing the Running RecordMEANING CUE - Substitutions
ponies Text: I like to see horses at the farm.
Analysis: There were pictures of horses and colts on the page. The
intended message is almost the same. The substitution is not visually similar, but it is an acceptable
language structure (noun). There is often an overlap of meaning and structural cues.
Analyzing the Running Record
VISUAL CUE – SubstitutionDoes this substitution look like the word in the text?
√ √ √ √ heres √ √ √ Text: I like to see horses at the farm.
Analysis: The substitution looks similar. It is not an acceptable English sentence. It does not make sense.
Analyzing the Running Record
Structure CUE – Substitution
The structure of the text (up to and including the substitution) should be acceptable English language construction.
√ √ √ fly √ √ √ √ Text: I like to see horses at the farm.
Analysis: “ I like to fly…” is acceptable English language construction. It is not visually similar and does not fit the meaning of the total
text.
Cross-Checking CuesTo Confirm a Response
Meaning
Does this make sense?
Visual
Does this look right?
Structure
Can we say it that way?
Letter/ Sounds Expected
What would you expect to see?
Practice Marking a Running Record
Analyzing the Self-Correction
√ √ √ √ √ √ √ fair SC
Text: I like to see horses at the farm.
Analysis: What cues do you think this child used to self-correct?
Turn and Talk
Video clip - analyzing a self-correction
Practice Marking a Running Record
After our analysis, we can determine how we will prompt a child during their guided reading.
What prompt would you use?
TEXT: Yesterday, I walked the dog. Child: Yesterday, I was the dog.
( Not using Meaning: Does that make sense?)
Child: Yesterday, I saw the dog.(Not using Visual – Does that look right?)
Child: Yesterday, I walk the dog.( Not using Structure: Does it sound right?)
Points to Remember… Authentic assessment should result in improved, more
effective teaching Readers must use meaning, structure, and visual
cues and must learn to self-check. Independent readers integrate all three strategies. Analyzing a student’s errors helps a teacher give the
student the support needed. Students with similar needs can work in a flex group.
Use running records to help place your students in guided reading groups
and to inform your instruction.
More Practice!
Running RecordsPART 3
-Assessing Comprehension
Fiction Retelling Story Retelling Worksheet
Story Retelling Rubric
Non-Fiction Retelling Non-Fiction Worksheet
Retelling Rubric – Non-Fiction
Strategy Interview
Uses Schema Infers Asks Questions Determines What is Important Monitors Comprehension Visualizes Synthesizes
Points to Remember… Authentic assessment should result in improved,
more effective teaching Assess comprehension using a retelling. Assess metacognitive thinking using a strategy
interview. Students with similar needs can work in a flex
group.
Use running records and retellings to help place your students in guided reading groups and to
inform your instruction.
BibliographyGuided Reading: Good First Teaching for all Children, Gay Su
Pinnell and Irene Fountas
Observation Survey, Marie Clay
Becoming Literate, Marie Clay
Reading Recovery: A Guidebook for Teachers in Training, Marie Clay
Classrooms That Work: They Can All Read and Write, P. Cunningham and R. Allington
Early Childhood Assessment Framework, Pennsylvania Department of Education
Mosiac of Thought, Eileen Keene
Strategies That Work, Stephanie Harvey and Anne Goudvis
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