Slide 2 Analyzing a Running Record An Instructional Module for
Reading Teachers Slide 3 What is a Running Record? How is it used?
What information will it give me? How do I go about analyzing a
Running Record? Slide 4 Anomalous momentum transport has been
observed in Alcator C-Mod tokamak plasmas. The time evolution of
core impurity toroidal rotation velocity profiles has been measured
with a tangentially viewing crystal x-ray spectrometer array.
Following the L-mode to EDA (enhanced D ) H-mode transition in both
Ohmic and ion cyclotron range of frequencies heated discharges, the
ensuing co-current toroidal rotation velocity, which is generated
in the absence of any external momentum source, is observed to
propagate in from the edge plasma to the core with a timescale of
the order of the observed energy confinement time, but much less
than the neo-classical momentum confinement time. The ensuing
steady state toroidal rotation velocity profiles in EDA H-mode
plasmas are relatively flat, with V ~ 50 km s -1, and the momentum
transport can be simulated using a simple diffusion model. Slide 5
What are you thinking? Slide 6 Three Cueing Systems Meaning
Structure Visual Slide 7 + = Does Not Consider an Analogy: Reading
can be like making a great soup. Slide 8 Does it need to simmer
longer? Should I add more spices? Or broth? Slide 9 Combined just
right Slide 10 + + Does it make sense? + Does it sound right? +
Does it look right? =Reading Slide 11 What is a Running Record? A
running record is an assessment tool used to pinpoint which cueing
systems a struggling reader is neglecting while reading. Slide 12
Taking a Running Record The child reads a book or passage aloud.
The teacher uses a coding system of marking conventions to record
the students words and actions while reading. Afterwards the
teacher analyzes the running record for types of errors or miscues.
Miscues and Self-Corrections are labeled Meaning, Visual, or
Structure. Slide 13 What is considered an error? The student
substitutes another word for a word in the text The student omits a
word The student inserts a word The student has to be told a word
by the person administering the running record Slide 14 What is a
Self-Correction? A self-correction is when a student has made an
error but then fixed the error by reading it correctly. Slide 15
Click on the link below to view the marking conventions for running
records. http://www.msu.edu/~jonesreb/Marking Conven.doc Marking
Conventions Slide 16 Cueing System Review Meaning (M) Does it make
sense? Meaning is part of the cueing system in which the child
takes his or her cue to make sense of text by thinking about the
story background, information from pictures, or the meaning of a
sentence. These cues assist in the reading of a word or phrase.
Structure (S) Does it sound right? Structure refers to the
structure of language and is often referred to as syntax. Implicit
knowledge of structure helps the reader know if what he or she
reads sounds correct. Visual (V) Does it look right? Visual
information is related to the look of the letter in a word and the
word itself. A reader uses visual information when he or she
studies the beginning sound, word length, familiar word chunks,
etc. Slide 17 Example Problem #1 The dog ran beyond the shed. What
cueing system is the student using? M: Does it make sense? (Yes) S:
Does it sound right? (No) V: Does it look right? (Sort of) runned
Slide 18 Example Problem #2 The dog ran beyond the shed. What
cueing system is the student using? M: Does it make sense? (Yes) S:
Does it sound right? (Yes) V: Does it look right? (No) behind Slide
19 Example Problem #3 The dog ran beyond the shed. What cueing
system is the student using? M: Does it make sense? (No) S: Does it
sound right? (No) V: Does it look right? (Yes) began Slide 20
Please Remember When analyzing a miscue, use only the text up to
the point of error to determine which cueing systems are being
used. Anything beyond the miscue is information that will skew your
analysis. Slide 21 Problem #1 I need someone to measure how far I
can jump. MeaningVisualStructure makesurefast Slide 22 Yes. You are
correct The sentence up to this point would make sense. You may
also notice that the phrase would also be structurally sound. The
reader is neglecting the visual cueing system. Slide 23 Yes. You
are correct The sentence up to this is structurally sound. You may
also notice that the phrase also makes sense. The reader is
neglecting the visual cueing system. Slide 24 Sorry. Incorrect
Choice. If you read up to the point of error, the phrase makes
sense and is structurally sound. Please try again. Slide 25 Problem
#2 Raccoon looked at her shiny new medal and felt proud.
MeaningVisualStructure per R Slide 26 Yes. You are correct The
reader is using the visual cueing and neglecting meaning and in
essence structure as well. Slide 27 Sorry. Incorrect Choice. If you
read up to the point of error. The phrase does not make sense.
Please try again. Slide 28 Sorry. Incorrect Choice If you read up
to the point of error. The phrase does not sound grammatically
correct. Please try again. Slide 29 Problem #3 Down the side of the
hill rushed the rock, faster and faster untilcrash!
MeaningVisualStructure he fast Slide 30 Yes. You are correct The
reader is using meaning up to this point. Please note that the
phrase is also structurally sound. The reader is neglecting visual
cues. Slide 31 Yes. You are correct The reader is using structure
up to this point. Please note that the phrase also makes sense. The
reader is neglecting visual cues. Slide 32 Sorry. Incorrect Choice.
The reader is not using the visual cues provided. Please try again.
Slide 33 Problem #4 The rock stopped at the bottom of the hill, not
far from the river. MeaningVisualStructure R fairrever/reever SC
s-st-opped SC R Slide 34 Yes. You are correct The reader is using
visual cues and is not attending to meaning. Slide 35 Sorry.
Incorrect Choice. If you read up to the point of error. The phrase
does not make sense. Please try again. Slide 36 Sorry. Not the best
choice. Structure is debatable here. However there is a more
obvious choice. Please try again. Slide 37 Problem #5 Lizard lost
so much weight that he began to get skinny. MeaningVisualStructure
wite Slide 38 Sorry. Incorrect Choice. If you read up to the point
of error. The phrase does not make sense. Please try again. Slide
39 Sorry. Not the best choice Structure is debatable here. However
there is a more obvious choice. Please try again. Slide 40 Yes. You
are correct The reader is using visual cues but not meaning.
Structure is debatable in this example. Slide 41 Problem #6 Oh, no!
he said sadly. MeaningVisualStructure suddenly Slide 42 Yes. You
are correct The reader is using meaning up to this point. Please
note that the phrase is also structurally sound. The reader is
neglecting visual cues. Slide 43 Yes. You are correct The reader is
using structure up to this point. Please note that the phrase also
makes sense. The reader is neglecting visual cues. Slide 44 Sorry.
Incorrect Choice. The reader is using some visual clues but is not
attending to all the letters. Please try again. Slide 45 Problem #7
I may be as thin as a stick MeaningVisualStructure R manytine/tiny
Slide 46 Yes. You are correct The reader is using visual cues but
not meaning or structure. Slide 47 Sorry. Incorrect Choice. If you
read up to the point of error, the phrase does not make sense.
Please try again. Slide 48 Sorry. Incorrect Choice. If you read up
to the point of error, the phrase is not structurally sound. Please
try again. Slide 49 Help Michelle Slide 50 Instructions Go to the
following website to print out Michelles running record.
http://www.msu.edu/~jonesreb/TigerPrin t1.doc
http://www.msu.edu/~jonesreb/TigerPrin t1.doc Slide 51 Instructions
Continued Notice the letters M S V on the right hand side of the
paper. These letters stand for Meaning, Structure, and Visual. On
an actual running record the user records the cueing systems that
the reader is using to decode an unknown word. The student may be
using one or more cueing systems to decode. The cueing systems
being used are recorded by circling the appropriate letter: M S or
V Slide 52 Instructions Continued Remember that any error marked
with SC is not considered an error. The student has self-corrected
themselves therefore it is not analyzed as an error. While
listening to Michelle read, it is your task to analyze the cueing
systems that she is using to try to decode unknown words. Often the
reader uses more than one cueing system at a time. Good luck! Slide
53 Tigers Whirlwind Day But Dad ! said Karla, You know Tiger is not
a tiger at all. Hes really a scaredy cat. Please let me go out and
find him. I cant let him stay out in this storm! outHas Slide 54
Stay right here! Dad said firmly. Its not safe for you to go out!
Well have to wait for the storm to pass. Cats are pretty good at
taking care of themselves. But I have to go! insisted Karla. probly
gone St- SC instead Slide 55 She looked in Dads eyes and knew he
meant what he said. Karla could feel the tears begin to well up in
her eyes. She felt awful. The house seemed very empty without
Tiger. Come sit here with us, said Mom. n- SC tors beginning - SC R
unful em-pa-ty Slide 56 We can sing some songs or tell stories
until the storm lets up. I wish the storm would go away NOW! said
Karla in an angry voice. And I dont feel like telling any stories.
You SC watched engory didnt Slide 57 Come on. Come sit down, Dad
said. Im sure Tiger will find a place to hide. Slide 58 Check
Yourself Please go to the following link to check your analysis.
http://www.msu.edu/~jonesreb/TigerCheck.doc Slide 59 Review the
Analysis Note how many errors were made throughout the entire
running record. Tally how many times each of the cueing systems was
neglected. Decide which cueing system will be your main focus of
instruction for Michelle. Slide 60 Check Yourself There were 12
total errors or miscues. Out of 12 errors Michelle neglected to use
visual cues 8 times. She also neglected to use meaning and
structure 4 times. Since most of Michelles errors occurred because
she neglected visual cues, the visual cueing system would be the
main instructional focus. Slide 61 Additional Information Please
remember that this is only one piece of information to use in
directing instruction. We should always consider additional
information as well. A running record can also help pinpoint a
students reading level and self-correction rate. Also our
professional experience and knowledge of a child are invaluable
pieces of the puzzle. Slide 62 Final Survey Please take a few
moments of your time to complete the closing survey found at
http://www.msu.edu/~jonesreb/RunningRecor dSurvey.doc
http://www.msu.edu/~jonesreb/RunningRecor dSurvey.doc This survey
will help me improve the effectiveness of this instructional
module. Follow the link to the survey, then make and save a copy of
the survey to fill in. Please email me an attached copy of your
survey to [email protected]@prodigy.net
