Agenda What are running records Cueing Systems Running Records Marking System Reading Accuracy Fluency Rates Comprehension Running Records in Action Practice Why Running Records A running record is a powerful tool for recording student reading behavior ID: 1034962
Download Presentation The PPT/PDF document "Ana Coca Fort Worth ISD Running Records" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
1. Ana CocaFort Worth ISDRunning Records
2. AgendaWhat are running records?Cueing SystemsRunning Records Marking SystemReading AccuracyFluency RatesComprehensionRunning Records in ActionPractice
3. Why Running Records?A running record is a powerful tool for recording student reading behavior.A running record helps the teacher and the student choose “just right books” that will help the reader develop appropriate strategies.Running records guide teaching and learning.
4. Three Reading cue systems
5. Finding and using instructional level textStep # 1: Take a Running RecordStep # 2: Find an appropriate Level TextStep# 3: Begin Instruction – adjust as needed
6. Taking a Running RecordSymbols for Marking Miscues( Handout)
7.
8. Calculating accuracy # words correct ÷ # total words = AccuracyExample: 125 WRC ÷ 137 TW= .91 91% which is Instructional Level95-100%IndependentAppropriate for Independent Reading90-94% InstructionalAppropriate for Guided Reading89% & belowFrustrationalAppropriate for Shared Reading and Reading to Student
9. Appropriate text LevelIf accuracy is below 90%If accuracy is 90-94%If accuracy is 95-100%Drop down a level and take RR Move up a level and take a RRIf not Fluent, drop down If fluent, keep level
10. Fluency RateWords Correct Per Minute (WCPM)# of words - # of errors = # words correct per minuteExample: 80 words read in a minute – 15 errors = 65 WCPMReading an Entire Story# of words read correctly X 60 ÷ # of seconds it took to read whole story = fluency rateExample: 94 words read X 60= 5640 5640 ÷ 102 seconds to read = 55 fluency rate
11. Measuring comprehensionRetelling the StoryChecklistCan the student tell you what happened in the story?Can the student include details about the characters in the retelling?Can the student describe the setting? How detailed is the description?Can the student recall the events of the story and place them in correct order?Can the student identify the problem and solution?Does the student use vocabulary from the text?Does the student’s retelling demonstrate minimal, adequate, or very complete detail of the text?
12. Observations and AnalysisDid the student use meaning, structure, and visual cues to identify words or make meaning of the text?Did the errors the student made make sense with the text or sound close to “right”?Did the student attempt to self- correct?Did the student attempt words without asking for help?How fluent was the reading? Was the student just “word calling”?Were there pauses? How long were the pauses?
13. Finding leveled textIn Your Reading Street/Calle de la lecturaAll leveled readings in your series include a lesson plan for instruction with a RR on the back.In Your Literacy LibrarySome schools have great libraries with leveled books in Spanish and English.In the EDL/DRA KitMany schools are administering the EDL/DRA as part to their assessments for BOY, MOY, and EOY. These texts can be used for RR throughout the year.
14.
15. Running records in action
16. Let’s practice
17. Next StepsWhat will you do next? Turn and Talk