Introduction to the Conventions and Scoring PART ONE Introduction to the Conventions and Scoring Sensitive Observation of Reading Behavior Running Record Professional Learning Package

What will we accomplish today? Learn conventions that are used when taking a running record Practice each convention Basic scoring

Running Records Running Records help analyze a child’s reading behavior When taking a running record, you do not need to use a preprinted copy of the text Teacher can use a form or a blank sheet of paper

Accurate Reading When a child accurately reads the text, the teacher will use a tick or check to record an accurate response The dog is in the yard.

Practice

Substitution A child substitutes the word in the text for another word that he or she may be familiar with I can see my mother mom The incorrect word is recorded above the correct word Counts as one error

Practice

The b- ba ball is in the grass. Attempts at Words If a student tries to read a word, you will record all attempts The attempt may lead to the correct word or an error Counts as one error The b- ba ball is in the grass.

Practice

Self Correction A self correction occurs when a child corrects a substitution without teacher prompting. You will use SC to show that the child made a correction SC does not count as an error mother SC mom

Practice

Consolidation Practice Conventions 1-4 Correct response Substitutions Attempts at words Self corrections

No Response and Insertion A child will not make a response or they will insert a word; counts as one error If there is no response, you will use a dash above the word in the text __-__ car If the child inserts a word, you will use a dash below the word they inserted in the text -

Practice

Told A child may stop and is not able to continue reading; counts as one error After 3 seconds, you want to give the student the told because you don’t want to child to lose meaning -_____T___ truck If you give the child a told and they repeat the word you will record: -_____T__R_

Practice

Verbal Appeal A child will appeal or ask for help You can turn to the child a say “you try it” If the child remains silent, you can give the child the told A=Appeal Y=You try it T=told -_____A T___ truck Y Counts as one error

Practice

Consolidation Practice Conventions 1-8 Correct response Substitutions Attempts at words Self corrections No response and insertions Tolds Verbal appeal

Try That Again When reading a child can get confused or mumble his/her way through a text, you can ask the child to try that again and show him where to start Counts as one error Use brackets to show where child had to start [The bus slow is ] TTA is slow

Practice

Single Word Repetition If a child repeats a word while reading, you will use R to show to repeated word If the word is repeated more than once, you will use R and the number of times the student repeated the word Not an error the R car R 2

Practice

Phrase or Line Repetition A child will go back and read a line or phrase again Write a capital R and draw an error to show where the student started to read R

Practice

Repetition and Self Correction A child may reread the text and correct the error You will use the R for repetition and SC for the SC Does not count as an error a SC R the

Practice

Spelling and Sounding out a Word A child may spell a word when reading SEE saw see A child may sound out a word when reading s-e-e saw

Practice

Consolidation Practice All Conventions Correct response Substitutions Attempts at words Self corrections No response and insertions Tolds Verbal appeal Try that again Single Word Repetition Phrase or Line Repetition Repetition and Self Correct Spelling and Sounding out a word

Tools for learning: pencil/pen, Student One’s Running Record, Worksheet 4 and copy of the text The Zoo Trip Look at Student One’s Running Record and MSV (5 mins)

Remember to record: title errors words error and SC rates Total MSV at the bottom Record information regarding directionality, fluency, etc Record a brief statement about strategies used during reading

As students read, think about: What strategies do they use? Are they reading fluently or is the reading choppy? Can they adjust the rate of reading to ensure they understand? After a student has read a book, is the student able to answer questions about what they have read?

Remember to record: title errors words error and SC rates Total MSV at the bottom Record information regarding directionality, fluency, etc Record a brief statement about strategies used during reading

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