Region 9 Joni Lemly training for running records

Running Records Joni Lemley Region 9 Education Service Center Elementary ELAR Social Studies joni lemley esc9 net
Running Records Joni Lemley Region 9 Education Service Center Elementary ELAR Social Studies joni.lemley esc9.net
What is a Running Record O When a student reads out loud and the teacher records every error made O less than 100 words of text for students who are reading simple books K 1 students O about 100 words of text for students in second grade and below O about 150 200 words of text for students in third grade and above
What is a Running Record  O When a student reads out loud and the  teacher records every error made   .. O less than 100 w...
Running Records are taken O to guide teaching O to assess text difficulty O to capture progress
Running Records are taken    O    to guide teaching O    to assess text difficulty O    to capture progress
An Important Assessment Tool O Allows teacher to identify appropriate reading level O Reveals how well a student is self monitoring their reading O Identifies which reading strategies a student is using or not using
An Important Assessment Tool O Allows teacher to identify appropriate  reading level O Reveals how well a student is self-...
Using Assessment to Guide Teaching O Benchmark assessments completed 2 or 3 times a year is not enough O Allows teachers to make data based decisions to O guide whole class instruction modeled shared O guide small group instruction guided reading O ensure students are reading appropriately challenging texts during independent reading
Using Assessment to Guide Teaching O Benchmark assessments completed 2 or 3 times  a year is not enough O Allows teachers ...
Taking a Running Record O Teacher chooses a book passage that child is O O O O familiar with has read 1 2 times before Teacher sits next to child in order to view passage On separate piece of paper running record form teacher will mark if the reading is correct or note errors with coding system Teacher should be neutral and silent during reading This time should be as relaxed as sharing a book with a child
Taking a Running Record O Teacher chooses a book passage that child is O O O O  familiar with     has read 1     2 times b...
What to include O The observation record should contain all the behaviors the child produces on the task O Including all the comments he makes about what he is doing O This reveals the process by which the child monitors and corrects his reading O When the child encounters something new we can observe how he approaches it and what he learns from the encounter
What to include   . O The observation record should contain all  the behaviors the child produces on the task O Including ...
What Readers Do Decide Check Search Cross check Pause Control directional movement Sound out Repeat Monitor Appeal Speed up Slow down Break words into parts Point Find
What Readers Do Decide  Check  Search  Cross check  Pause  Control directional movement  Sound out  Repeat  Monitor  Appea...
Before you begin O You will need the following O Copy of text O Timer or stopwatch if assessing fluency O Running Record form or blank paper O Coding sheet O Pencil O Invite the child to read to you and tell them you will be writing down some things
Before you begin   . O You will need the following  O Copy of text O Timer or stopwatch  if assessing fluency  O Running R...
Running Record Codes 1 Mark every word read correctly with a check Child Text Mom is asleep 2 Record a substitution with the text under it Child home Text house one error
Running Record Codes 1. Mark every word read correctly with a check        Child              Text  Mom is asleep. 2. Reco...
Conventions for Recording 3 If a child tries several times to read a word record all his attempts Child here h home Text house one error Child h ho home Text home no error
Conventions for Recording 3. If a child tries several times to read a word, record all his attempts  Child  here  h---  ho...
Conventions for Recording 4 If a child succeeds in correcting a previous error this is recorded as a self correction SC Note that the examples in 3 did not result in self corrections Child where when SC Text were no error
Conventions for Recording 4. If a child succeeds in correcting a previous  error this is recorded as a self-correction  SC...
Child s Reading
Child   s Reading
Conventions for Recording 5 If no response omission is given to a word it is recorded with a dash Insertion of a word is recorded over a dash No response omission Child Text house Insertion Child here Text in each case one error
Conventions for Recording 5. If no response  omission  is given to a word it is recorded with a dash. Insertion of a word ...
Conventions for Recording 6 If the child hesitates and is unable to proceed because he is aware he has made an error and cannot correct it or because he cannot attempt the next word he is told the word T Child home Text house T one error
Conventions for Recording 6. If the child hesitates and is unable to proceed because he is aware he has made an error and ...
Conventions for Recording 7 A verbal appeal A for help from the child is turned back to the child for further effort by saying you try it Y Child A here Text house Y one error
Conventions for Recording 7. A verbal appeal  A  for help from the child is turned back to the child for further effort by...
Child s Reading
Child   s Reading
Conventions for Reading 8 Repetition R is used to indicate repetition of a word It is not counted as an error Sometimes it is used to confirm a previous attempt Often it results in self correction It is useful to record it as it often indicates how much sorting out the child is doing Child Here is the home R SC Text Here is the house no error
Conventions for Reading 8. Repetition  R  is used to indicate repetition of a word. It is not counted as an error. Sometim...
Child s Reading
Child   s Reading
Conventions for Recording 9 Sometimes the child rereads the text repetition and corrects some but not all errors The following example shows the recording of this behavior Child a SC house R Text the home one error one SC
Conventions for Recording 9. Sometimes the child rereads the text  repetition  and corrects some but not all errors. The f...
Other behaviors O include pausing sounding out of the letters and splitting words into parts O Research evidence has shown that teachers records of such behaviors are much less reliable and cannot be included in the Count or Analysis scoring
Other behaviors   .. O include pausing, sounding out of the  letters, and splitting words into parts O Research evidence h...
Quantitative Analysis Counts as one error O Substitution O Multiple attempts at a word O Omission O Insertion O Told Do not count self corrections and repetitions
Quantitative Analysis Counts as one error O Substitution O Multiple attempts at a word O Omission O Insertion O    Told   ...
Additional tips O Check directional movement from beginning readers O Immediately following a reading and before you begin to analyze the detail of the record write a few lines on what you just observed your intuitive summation of the child s reading at the end of the record O Comprehension is very dependent upon the difficulty level of the text
Additional tips    O Check directional movement from beginning  readers O Immediately following a reading and before you b...
Scoring errors and self corrections O Insertions add errors so that a child can have more errors than there are words in a line O A child cannot receive a minus score on a page the lowest page score is zero O If a line or sentence is omitted each word is counted as an error O If pages are omitted they are not counted as errors O the number of words on the omitted pages must be deducted from the Running Words Total before calculation
Scoring errors and self corrections    O Insertions add errors so that a child can have  more errors than there are words ...
Helpful tips O If the child makes an error e g run for ran and then substitutes this repeatedly it counts as an error every time but substitution of a proper name is counted only the first time O If a child makes two or more errors each word is an error If he then corrects all these errors each corrected word is a self correction O When a word is pronounced as 2 words a way this is regarded as an error of pronunciation not as a reading error O unless what is said is matched to a different word
Helpful tips    O If the child makes an error  e.g.,    run    for    ran      and then substitutes this repeatedly, it co...
Don t forget O The running record is an assessment O The rule of thumb for wait time is 3 seconds O If the student doesn t come up with anything then you can tell them O You don t tell them the right word when they get the word wrong
Don   t forget   . O The running record is an assessment. O The rule of thumb for wait time is 3 seconds. O If the student...
How often do I take a Running Record O Once a child s beginning reading level has been determined through a benchmark system the teacher will determine how often a Running Record will be taken O Struggling readers approximately once every two weeks O Average readers approximately once a month O Fluent readers approximately twice per grading period
How often do I take a Running Record  O Once a child   s beginning reading level has  been determined through a benchmark ...
Reading A Z Assessment Schedule Developmental Level Reading Level Schedule Early Emergent Readers Levels aa C Every 2 to 4 weeks Emergent Readers Levels D J Every 4 to 6 weeks Early Fluent Readers Levels K P Every 6 to 8 weeks Fluent Readers Levels Q Z Every 8 to 10 weeks Students who are not progressing at the expected rate should be assessed even more frequently than the Assessment Schedule suggests
Reading A-Z Assessment Schedule Developmental Level  Reading Level  Schedule  Early Emergent Readers  Levels aa - C  Every...
The Value in Running Records O Seeing progress over time O Compare the running records you have taken on a child O Have they changed O Are they making the same mistakes
The Value in Running Records O Seeing progress over time  O Compare the running records you have taken  on a child O Have ...
After Oral Reading O There are several ways to determine if students are understanding what they have read O Comprehension Strategies O Retelling O Questioning strategies
After Oral Reading O There are several ways to determine if  students are understanding what they have read  O Comprehensi...
Comprehension Strategies O Have a conversation with the child about material read O Observe child as he responds to the text both verbally and nonverbally O Observe child s behavior for evidence of using cues while reading
Comprehension Strategies O Have a conversation with the child about  material read O Observe child as he responds to the t...
Retelling Strategies O Knowledge of the gist of the story and main idea O Events accurately reported O Degree to which the O Sequence matches text O Reader uses phrases or words from text O Reader uses his own words or phrases O Presence of structures of beginning middle end O Use of precise vocabulary O Presence of elements such as characters and setting O Use of detail
Retelling Strategies O Knowledge of the gist of the story and main idea O Events accurately reported O Degree to which the...
Questioning Strategies O Want it to be more like discussion and O O O O conversation Require children to make inferences Invite personal responses to material Make connections between text and other experiences they have read Model how to reflect on and explore text
Questioning Strategies O Want it to be more like discussion and O O O O  conversation Require children to make inferences ...
Questioning Strategies Before the child reads the story to you you will need to be familiar with the story O Make notes of important ideas in story O Make notes of connections that you can make O Share these with the students O Invite students to talk about what the text made them think about O Encourage students to ask questions about anything they did not understand
Questioning Strategies Before the child reads the story to you, you will need to be familiar with the story  O Make notes ...
Scoring the Running Record
Scoring the Running Record
Accuracy Rate O Total words read omit title total errors O Divide by total words read O Multiply by 100 O Equals the accuracy rate O Example total words 99 errors 8 O 99 8 91 O 91 99 0 919 O 0 919 x 100 91 9 or 92 accuracy rate
Accuracy Rate O Total words read  omit title      total errors O Divide by total words read O Multiply by 100 O Equals the...
Accuracy Rate O Lets the teacher know whether she he is selecting the right books O The point is whether the teacher has selected a text in a range that provides opportunities for effective processing O The breakdown of these categories is O Independent reading O Instructional reading O Frustration reading 95 100 90 94 89 and below
Accuracy Rate O Lets the teacher know whether she he is  selecting the right books.  O The point is whether the teacher   ...
Accuracy Guidelines O Students should be reading with more than 90 accuracy O Helps the teacher group children effectively O Lets the teacher know whether the book introduction and other kinds of support he offered during first reading were effective
Accuracy Guidelines O Students should be reading with more than  90  accuracy. O Helps the teacher group children effectiv...
Starting Point for Instruction
Starting Point for Instruction
Let s figure the Accuracy Rate for Too Many Puppies O Total words read 110 O Total errors made 14 O 110 14 96 O 96 110 0 872 O 0 872 x 100 87 2 or 87 accuracy rate
Let   s figure the Accuracy Rate for  - Too Many Puppies O Total words read   110 O Total errors made   14 O 110     14   ...
Error Rate O Total words read minus title divided by total errors O Example total words 99 errors 8 O 99 8 12 38 or 12 O The ratio is expressed as 1 12 O Which means that for each error made the student read approximately 12 words correctly
Error Rate O Total words read  minus title  divided by  total errors O Example  total words   99, errors   8 O 99    8   1...
Error Rate O Independent Reading Level 1 20 1 25 O Instructional Reading Level 1 10 1 20 O Frustration Reading Level 1 3 1 9
Error Rate O Independent Reading Level  1 20     1 25 O Instructional Reading Level  1 10     1 20 O Frustration Reading L...
Let s figure the Error Rate for O Total Toowords Many Puppies read 110 O Total errors made 14 O 110 14 7 85 or 8 O The ratio is expressed as 1 8 O For every error made the student read approximately 8 words correctly
Let   s figure the Error Rate for    O Total Toowords Many Puppies read   110 O Total errors made   14 O 110    14   7.85 ...
Self correction Rate O Number of errors plus number of self corrections O Divide by the number of self corrections O Example errors 8 self corrections 3 O 8 3 11 O 11 3 3 666 or 4 O The self correction rate is expressed as 1 4 O This means that the student corrects approximately 1 out of every 4 errors
Self-correction Rate O Number of errors plus number of self-corrections O Divide by the number of self-corrections O Examp...
Self correction Rate O Excellent 1 1 1 2 O Good 1 3 1 5 O Needs strategies to self correct 1 5 or more
Self-correction Rate O Excellent  1 1     1 2 O Good  1 3     1 5 O Needs strategies to self-correct  1 5 or more
Let s figure the Self correction rate for Too Many Puppies O Number of errors 14 O Number of self corrections 2 O 14 2 16 O 16 2 8 O The self correction rate is expressed as 1 8 which means the student corrects approximately 1 out of every 8 errors
Let   s figure the Self-correction rate for     Too Many Puppies O Number of errors   14 O Number of self-corrections   2 ...
Miscue Analysis Allows you to run a targeted and differentiated program O Identify particular difficulties that a student might be having Assessment for Learning O Aid in the creation of homogeneous guided reading groups Differentiation instruction O Monitor the progress of a student O Allow different student to move at different speeds Differentiated growth O Provides assessment and evaluation data for reporting purposes
Miscue Analysis Allows you to run a targeted and differentiated program  O Identify particular difficulties that a student...
Prior Knowledge Text Story Sense Meaning Illustrations Semantic Cue System Does it make sense Print Conventions Directionality Words spaces Letters Punctuation Beginnings endings Analogies Structure Syntactic Cue System Does it sound right Visual Graphophonic Cue System Does it look right Natural Language Knowledge of English Grammatical patterns and language structures Sounds symbols Three Reading Cueing Systems
Prior Knowledge  Text  Story Sense     Meaning  Illustrations      Semantic Cue System     Does it make sense  Print Conve...
MSV Cueing Systems Meaning M O Readers use meaning to predict the message of text O The teacher thinks about whether the child s attempt makes sense up to the point of error O Ask yourself Does it make sense Did the message influence the error
MSV Cueing Systems -- Meaning  M  O Readers use meaning to predict the message of  text. O The teacher thinks about whethe...
Meaning Cues O The meaning or general context of the total story sentence is reflected in the substitution if meaning cues are operating Text I like to see horses at the farm Child I like to see ponies at the farm
Meaning Cues O The meaning or general context of the total  story sentence is reflected in the substitution if meaning cue...
MSV Cueing Systems Structure S O Readers use grammar and knowledge of how language goes together to identify words O Refers to the way language works O Readers who use this cueing system would choose a noun to replace a noun instead of choosing a verb to replace a noun because it would sound right to them O Ask yourself Does it sound right Did the structure of the sentence up to the error influence the response
MSV Cueing Systems -- Structure  S  O Readers use grammar and knowledge of how language  goes together to identify words  ...
Structure Cues O The structure of the text up to and including the substitution should make an acceptable English language construction O Would it sound right to say it that way O Would it create an acceptable English language construction Text I like to see horses at the farm Child I like to fly horses at the farm
Structure Cues O The structure of the text  up to and including the  substitution  should make an acceptable English langu...
MSV Cueing Systems Visual V O Readers use their knowledge of visual features of words and letters and connect these features to their knowledge of the way words and letters sound when spoken Includes the way the letters and words look O Ask yourself Does it look right Did visual information letter cluster or word influence any part of the response
MSV Cueing Systems -- Visual  V  O Readers use their knowledge of visual features  of words and letters and connect these ...
Visual Cues O The visual cues in the text are what the letters and words look like O Does the substitution error look like the word in the text O Some letters words have very little differences They have high visual similarity O Examples h n r b d p saw was but put
Visual Cues O The visual cues in the text are what the letters and  words look like. O Does the substitution  error  look ...
Visual Cues Text I like to see horses at the farm Child I like to see here s at the farm
Visual Cues Text  I like to see horses at the farm. Child  I like to see here   s at the farm.
Looking at the errors Ask yourself What led the child to do or say that O For every error ask yourself at least three questions M Did the meaning or the messages of the text influence the error S Did the structure syntax of the sentence up to the error influence the response V Did visual information from the print influence any part of the error
Looking at the errors Ask yourself     What led the child to do  or say  that  O For every error ask yourself at least thr...
When an error is made O Write the letters MSV in the error column O Circle the letters if O the child s error showed that the child could have used O meaning structure or visual information from the sentence so far
When an error is made    O Write the letters MSV in the error column O Circle the letters if    O the child   s error show...
Scan the running record to answer two other questions 1 2 Did the child s oral language produce the error with no influence from the print Was the child clearly getting some phonemic information from the printed letters What makes you suspect this
Scan the running record to answer two other questions  1. 2.  Did the child   s oral language produce the error, with no i...
Let s practice Text A I like to see chickens at the farm I like to see cows at the farm I like to see pigs at the farm Text I like to see horses at the farm Child I like to see houses at the farm What cueing systems were used M or S or V
Let   s practice   . Text A  I like to see chickens at the farm. I like to see cows at the farm. I like to see pigs at the...
Let s try one more Text B I went to see grandfather at the farm He lives in a big house There is a red barn behind the house Text I like to see horses at the farm Child I like to see houses at the farm What cueing systems were used M or S or V
Let   s try one more   . Text B  I went to see grandfather at the farm. He lives in a big house. There is a red barn behin...
Self Corrections SC O Reader s ability to notice mismatches search for further information and make another attempt that accomplishes a precise fit with the information already known Text I like to see horses at the farm Child I like to see horses at the fair farm
Self-Corrections  SC  O Reader   s ability to notice mismatches,  search for further information, and make another attempt...
Looking at the self corrections O Readers make errors and without any prompting work on the text and self correct the errors O It is as if they had a feeling that something was not quite right O Write the letters MSV in the self correction column O Record whether the extra information was meaning structure or visual information
Looking at the self-corrections O Readers make errors and without any  prompting, work on the text and self-correct the er...
Understanding the Reading Process O Look at the overall pattern of responses circled O In a written summary analyze the errors and self corrections O To explain the error consider the behavior up to the point of error O To explain a self correction consider what might have led the child to spontaneously correct the error O The sources of information used and neglected will be useful to guide your teaching
Understanding the Reading Process O Look at the overall pattern of responses circled. O In a written summary, analyze the ...
You are probably asking this O Now that I have taken a Running Record and analyzed the errors how do I use this information to guide my instruction O Look for patterns in responses O Don t spend a lot of time trying to figure out each error searching for the right analysis O The idea is to reflect on the child s behavior make your best hypothesis and then look at data through the whole reading and over time
You are probably asking this    O Now that I have taken a Running Record  and analyzed the errors, how do I use this infor...
What you are looking for is an indication of the kinds of strategies the child is using O Errors provide a window through which the teacher can observe successful use of information while reading O The teacher can observe whether the child is actively relating one source of information to another called cross checking child is checking one cue against another
What you are looking for   . is an indication of the kinds of strategies the child is using. O Errors provide a window thr...
Running Records can show us O What strategies are used for solving O O O O unknown words If the student is monitoring or self checking If there is a high number of appeals with no attempt or few attempts to problem solve If the student is re reading to check confirm and maintain meaning If the student is re reading to search for further information and problem solve
Running Records can show us    O What strategies are used for solving O O O O  unknown words If the student is monitoring ...
O If there is a high self correction rate O The rates of fluency and phrasing O The comprehension or understanding as evidenced by O The student engaging with the text by making little comments or personalizes the text O The student being able to retell the story O The student using punctuation expression and intonation
O If there is a high self-correction rate O The rates of fluency and phrasing O The comprehension or understanding, as  ev...
Analyzing Running Records O What kind of information does the child O O O O seem to be using at the point of error Is the child actively soring and relating cues What led to self correction of an error Is self correction at the point of error or does the child go back in the text and repeat What evidence is there that the child is searching for information
Analyzing Running Records O What kind of information does the child O O O O  seem to be using at the point of error  Is th...
O Does the child stop and wait for help or try something O How accurate is the reading Is the text right for the child O How phrased and fluent is the reading How did the reading sound
O Does the child stop and wait for help or try  something  O How accurate is the reading  Is the text right for the child ...
Questions to think about O Does the reader check information sources against one another O Does the reader use several sources of cues in an integrated way or rely on only one kind of information O Does the reader know when cues do not match O Does the reader stop at unknown words without actively searching
Questions to think about    O Does the reader check information sources  against one another  O Does the reader use severa...
More questions O Does the reader repeat what he has read as if to O O O O confirm his reading so far Does the reader reread to search for more information from the sentence or text Does the reader make meaningful attempts before appealing to the teacher for help Does the reader read with phrasing and fluency Does the reader make comments or respond in ways that indicate comprehension of the story
More questions   .. O Does the reader repeat what he has read as if to O O O O  confirm his reading so far  Does the reade...
Informing our Teaching Determine if students are O Reading fluently or word by word reading O Resorting to using single phonemes to sound out words O Not attending to meaning O Ignoring first letter cues or only using first letter cues and not attending to detail in words O Not self correcting errors O Re reading O Problem solving
Informing our Teaching Determine if students are  O Reading fluently or word-by-word reading O Resorting to using single p...
Resources O Fountas I C Pinnell G S 1996 Guided reading good first teaching for all children 1st ed Portsmouth NH Heinemann O Clay M M 2002 An observation survey of early literacy achievement 2nd ed Auckland Heinemann Education O Clay M M 2000 Running Records for Classroom Teachers O Brewster P 1997 Too many puppies New York NY Scholastic Portsmouth NH Heinemann
Resources O Fountas, I. C.   Pinnell, G. S.  1996 . Guided  reading  good first teaching for all children,  1st ed. . Port...