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 ID: 597610
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Slide1
Running Records
RED 4724Slide2
Agenda
What are running records?
How do we administer them?
Planning for InstructionSlide3
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.Slide4
Characteristics of Strategic Readers
Monitor their own comprehension
Relate new knowledge to prior knowledge
Identify a purpose for reading
Reread or read ahead (skim) for clarification
Use many resources to increase their understanding
Think aloud to process their understanding
Make predictionsSlide5
Assessment Cycle
Assessing
Performance
Analyzing
Reflecting
Planning
Instruction
Teaching/
LearningSlide6
Six Things You Need to Know About Your Readers
Previewing and Predicting
Oral Reading and Miscue Analysis
Fluency
Comprehension
Making ConnectionsReading PreferencesSlide7
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.Slide8
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!Slide9
Running Records
(Oral Reading)Slide10
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 textSlide11
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 ClaySlide12
Behavior
Code
Tally as an Error
Accurate Reading
√√√√
No
Substitution
Child’s word(s)
Actual text
Yes
Omission
----- .
Actual text
Yes
Insertion
Word Child Adds
-----
Yes
Self-Correction
Error / SC .
Actual text
Yes,
but also tallied in the SC column;
not included in the accuracy %
Coding Conventions for Running
RecordsSlide13
Coding Conventions for Running Records
(continued)
Told
(When a child has exhausted all strategies & teacher says the word)
Error
(or no attempt/hesitation)
Actual text / T
Yes
Appeal
(When a child appeals for help verbally or non-verbally)
Error
(or no attempt/hesitation)
/ A
Actual text
No
Repetitions
(The line and arrow can go over errors as well)
√√√√
R
No
Repetitions with an Error or Self-Correction
(If the child says a new word during a repeat of a phrase, write it above the arrow line)
Error or SC
Error .
Actual text
R
No
(The second error is not tallied twice, but you could code MSV a second time; The SC should be marked in appropriate tally column)
Hesitation
____ll___
or
# _
Actual text Actual text
No
“Try That Again”
(When a child has made several attempts & teacher redirects by having the student start again; the new attempt is recorded over the first set of attempts. The new attempt is also scored.)
TTA
Error
(s)
Error
(s)
Error(s) Error(s)Actual text Actual text Actual text Actual textYes, ONE errorSlide14
What counts as an error?
Omissions
One error each; If a line or sentence is omitted, each word is counted as an error
Insertions
One error
Substitutions
One error
“Try that again”
Tolds
One error; other errors are counted only in the re-reading
Repetitions
Not an error
Self-Corrections
Not an error
Appeals
Not an error
Hesitations
Not an errorSlide15
Running Record Formulas
Accuracy Rate
Number of correct Words
Total Words
Self-Correction Ratio
Total Errors (include the corrected errors)
Self-correctionsSlide16
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) Slide17
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
ReadingSlide18
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 SurveySlide19
Directions:
1. Grab a partner
2. Decide who will be
“A”
and who will be
“B”
3.
“A”
gets the coded story for
Alexander and the Wind-Up Mouse
; “B” gets the coded story for
All From an Oak Tree.
4. “A” should take the first running record on the uncoded story for All From an Oak Tree.
5. Without showing the coded story for
All From an Oak Tree
,
“B”
reads the coded story as if they were the student.
6. Switch Roles.
“A”
will read Alexander and the Wind-Up Mouse while “B” does the coding.Slide20
Cueing SystemsSlide21
“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.Slide22
The Cueing Systems
Meaning
Visual
Syntactic
3 Cueing Systems:
Meaning
Visual
Syntactic
Cueing Systems are sources of information that help the reader to understand the text.
Understanding
Semantics, knowledge, experiences
Letters & sounds, graphophonics
Structure, grammarSlide23
predicts
samples
confirms
checks
The Good Reader:
Previews visual info. based on semantics
All 3 MSV questions work
Ideas, words/vocab, structure
Read on or go back and check
Understanding
DOES IT MAKE SENSE?
DOES IT LOOK RIGHT?
DOES IT SOUND RIGHT?
Meaning
Visual
StructureSlide24
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.Slide25
Practice Applying MSV Analysis :
MEANING
went
Peter ran outside.
Peter
yard
He played in the snow.
snow
Peter made a snowball.
but
pushed
He put it in his pocket.
Tally errors
Use MSV?
E
SC
E
SC
l
l
l
l
l
l
MSV
MSV
MSV
MSV
MSV
MSVSlide26
Syntactic, Grammar, Structure Cues
Could we say it this way?
Good readers use knowledge of the way language works.Slide27
Practice Applying MSV Analysis:
STRUCTURE
out
Peter ran outside.
rolled
He played in the snow.
make
snowballsPeter made a snowball.
putted
He put it in his pocket.
Tally errors
Use MSV?
E
SC
E
SC
l
l
l
l
l
MSV
MSV
MSV
MSV
MSVSlide28
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. Slide29
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.Slide30
Practice Applying MSV Analysis :
VISUAL
run
Peter ran outside.
show
He played in the snow.
threw
the
Peter made a snowball.
snowsuit
He put it in his pocket.
Tally errors
Use MSV?
E
SC
E
SC
l
l
l
l
l
MSV
MSV
MSV
MSV
MSVSlide31
Key Questions to Ask
Does this make sense? (meaning)
Does this look right? (visual)
Does this sound right? (structure)Slide32
Let’s Practice Miscue AnalysisSlide33
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.Slide34
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.Slide35
Formula For Success
Miscue Analysis
+
Running Records
=
Informed Educator