Running Records Feedback… What is a running record? What does a teacher look for in a running record? How does a teacher respond to the information collected in a running record? Based on your feedback, RRs was an area identified as requiring some further conversation. Requests included “how to do a running record” but this forum does not provide an opportunity to adequately address that request.

RUNNING RECORD: WHAT? A running record is an assessment tool used to capture what a student knows and understands about the reading process. Originally created by Marie Clay, a running record helps a teacher assess a student's oral reading proficiency as well as errors and self- corrections. Running records show what a student said and did while reading a specific text, and provides the teacher an opportunity to analyze what happened and plan instruction. -What -Look Fors -Response through instruction

We acknowledge that there are a variety of terms used to describe this assessment process including: running records, oral reading record, reading record, miscue analysis, Informal Reading Inventory (IRI), a Qualitative Reading Inventory (QRI), Analytical Reading Inventory (ARI), 100 word passage, as well as a variety of templates to record the information from a blank sheet of paper to a detailed form. Running records are one way of collecting and monitoring student learning. Traditionally (Marie Clay), the RR focused on oral reading behaviours, but in recent years, comprehension has also become a significant part of the reading assessment process – either a few questions or a comprehension conversation. For this brief session, the focus will be on respond to the information collected and coded during an oral reading assessment.

Level C 95% Accuracy Level 9 DATA DRIVEN…. We are certainly aware that the labels on this slide are only as meaningful as the information used to arrive at them. But what information should be looked for to inform instruction and support student learning?

Three Cueing Systems Structure Meaning Visual Does it sound right? Does it make sense? Structure Syntactic knowledge of the way that language is put together in sentences, phrases, paragraphs, grammatical patterns Meaning Semantic prior knowledge of the topic or experience, pictures, story sense Visual Graphophonic knowledge of letters and words, print conventions, directionality As you have seen on the previous slide, errors can be recorded to arrive at a label/level. However, coding the errors provides the teacher an opportunity to analyze the problem solving processes a student uses as she reads text. Analysis does the miscue make sense up to the point of the error? does the miscue sound right up to the point of the error? does the miscue look similar to the word in the text? Does it look right?

ANALYZING ERRORS: MSV Meaning: Readers often make substitutions that indicate they are thinking about meaning of the text. For example, a reader might say cool for cold. in cool environments. (reader) in cold environments. (text) Ask yourself: … Does it make sense? If so, circle the M in the sources of information column under error (E). 6

in cool environments. (reader) in cold environments. (text) Structure: We have implicit knowledge of the way words are put together to form phrases and sentences. It “sounds right” to us. Readers often substitute nouns for nouns or verbs for verbs, indicating an awareness of the structure of language. For example, a reader might say in cool environments. (reader) in cold environments. (text) Ask yourself: …Does it sound right? If so, circle the S in the sources of information column under error (E).

Visual Information: Readers use the visual features of print – the letters and words – to read. They connect these features to phonetic information that exists in their heads. For example, in the following sentence, a reader might say hit for hot. It was a hit day. Ask yourself: …Does it look right? If so, circle V in the error column.

ANALYZING THE DATA cool for cold M S V hit for hot M S V

PROCESS TO ANALYZE MSV Analyze sources of information used and neglected What is the student’s pattern of using and neglecting? Theorize about processing problems. What is being done well? What processing problem needs to be shifted now? Select teaching points. Select 1-2 teaching points. Code the errors Look for patterns and what needs to be addressed now Select instruction to support learner

5 MINUTE TABLE TASK Purpose for reading: Apply the 3 step process for analyzing a running record. As a table group, use the completed running record and the 3 step process to inform instruction for Brendan. 1. Analyze sources of information used and neglected What is the student’s pattern of using and neglecting? *** note this step is completed as the MSVs have been coded 2. Theorize about processing problems. What is being done well? What processing problem needs to be shifted now? 3. Select teaching points. Select 1-2 teaching points. Be prepared to share your findings with the large group. Coding has been completed Need to focus on #s 2 & 3

3 table groups share -suggestions –for #2 – doing well, needs support? -suggestions for #3 –teaching points

5 MINUTE PARTNER TASK With your spring partner, use the sample running record to discuss the following question: How can we respond to this student’s needs within the instructional approaches as outlined in ? (p. 29) Now, do delve a bit deeper, how can you support this student within the four instructional approaches as outlined in SK Reads?

Running Records Feedback… What is a running record? What does a teacher look for in a running record? How does a teacher respond to the information collected in a running record? Briefly addressed the 3 questions -further support required – confer with one of your season partners, check out the reference list….