Using Running Records to Inform Instruction

Today you will learn… What is a Running Record How to score a Running Record Cueing System: Meaning, Structure, Visual cues Using running records to plan instruction Prompts to help students become strategic readers Our goal is: Supporting guided reading grouping structures by knowing more targeted information about our students. This is not about Trophies, our program. It’s about better using the resources better.

What is Reading? “Reading is a meaning-based process, with readers bringing what they know and believe to what is presented in the text, and through that interaction creating an understanding.” Pennsylvania Literacy Framework

Reading is Making Meaning…

NP Language Arts Philosophy NORTH PENN SCHOOL DISTRICT LANGUAGE ARTS PHILOSOPHY Research in the field of literacy indicates that reading, writing, listening, viewing, and speaking are interrelated skills used as the foundation for acquiring knowledge and communicating effectively. These skills empower students to explore the value of language and to develop their own unique voice. Students who have successfully engaged in learning the language arts will be informed, responsible and productive community members ready to assume a purposeful role in society. The North Penn School District believes… Students develop thinking skills through the language arts - reading, writing, listening, viewing, and speaking. Students use background knowledge, experiences, skills, and strategies to interact with text and construct meaning. Students grow personally, socially, and intellectually while learning the language arts. Student experience with the process of learning to read varies with each child, since this process is developmental. Students need to experience both traditional academic purposes and real world applications while exploring the language arts. Students achieve success in the language arts in a climate which partners school, family, and community. Students develop a lifelong appreciation and enjoyment of learning through the language arts. Source: Reading/Language Arts Curriculum Review Committee May 18, 2005 This SLIDE is HIDDEN and will not show in your PPT presentation. But, it might help you with some background information.

Purposes of Running Records A Running Record Provides: Diagnostic information about how the reader is processing print An accurate and objective description of what actually occurs during the course of reading Information to make informed decisions concerning instructional needs, grouping, reading levels, and appropriate level of materials An indication of what a reader knows and can do A record of change over time through qualitative and quantitative information Insights to help guide future instruction Information for other teachers, administrators, parents, etc.

A Running Record - Level Q Play the video to give them a model of what taking a running record looks like. This is an advanced student, so a good model for our intermediate teachers.

Running Record Procedure 1. Choose a book or text. 2. Book Introduction 3. Child reads unknown text 4. Teacher records all miscues 5. After reading, the teacher analyzes the running record making inferences as to the child’s use of cues. 1. Choose a book or text. Do not have the child read the text prior to the running record ( “cold read”). 2. Book Introduction Read the title and talk about the cover Provide a general idea of the content of the text Have child do a “picture walk” through the book to set the stage for reading. Watch how the child uses this strategy independently to help her/himself read. 3. Child reads unknown text Why unknown text? Using an unknown text reveals the child’s ability to make meaning of new text and use that meaning to help integrate strategies independently when encountering difficult text. 4. Teacher records all miscues 5. After reading, the teacher analyzes the running record making inferences as to the child’s use of cues.

Recording Miscues Accurate Reading √ √ √ Substitution went want Repetition R Self-Correction (SC) went SC

Recording Miscues Omission very Insertion little or use ^ Told ( T) thought T Appeal sometimes A Try That Again ( TTA) ( TTA) little

What does it look like? Sample Marking Intermediate Sample Marking Primary Sample Marking Intermediate For primary model: Finish modeling reading sentences with errors of the miscues that were not modeled. For intermediate model: You may want to read a few sentence to them and have them code them and discuss.

More Practice! Read through a passage and have participants code a sample running record form. Compare answers and share results. We need to build these samples from PSSA passages or BFAL texts.

Scoring Guidelines Substitution Count as 1 error Multiple attempts at a word Count as 1 error Omission Count as 1 error Insertion Count as 1 error Tolds Count as 1 error Repeated error on a name Count as 1 error Repetitions Not counted as error Self-corrections Not counted as error Final Step – How to calculate the accuracy rate!!

To Determine Accuracy Rate Calculate the percent of correct words read. Example: 71(Running words) – 5(errors)= 66 ; Divide 66 by 71 Multiply by 100 = 93% Independent = 95% or above Instructional = 90=94 % Difficult = 89% or below Subtract the number of errors from number of running words( all words in text except title) Divide the remainder by the number of running words. Round to nearest whole number. Define independent / instructional / difficult (frustrational). Show video: Accuracy Rate START video at 1:10 – end at 2:02 Self Correction Ratio – Determine if your group is ready for this step. Self-Correct Ratio START video at 2:02 – end at 3:20 VIDEO Scoring

The 3 Cueing Systems and Miscue Analysis Slide bar to start video at 1:10… MSV - An overview video

Readers Integrate Meaning, Structure, and Visual Cues Reading is an interactive process in which the reader uses information in the text (visual), and applies his/her knowledge of the world (meaning), and knowledge of the language (structure), to help determine author’s intended message. Have participants read the slide. Turn and React with a partner. Young children need the following abilities to learn to read: The concept that print carries meaning The ability to attend visually to the print and the distinctive features of printed text Basic concepts of print (directionality, spacing, letters, words, etc.) Special features of sound

Reading needs to be making meaning – not just reading the words.

Relationship of the Three Cueing Systems of Reading STRUCTURE Syntactic Cues What sounds right grammatically? MEANING Semantic Cues What makes sense in context? Important to note that all cueing systems integrate. Any one area cannot exist in isolation from the others if meaning is to be emphasized. The interaction of the three cueing systems may occur so quickly as to appear simultaneous. Effective readers use the three cues interdependently. Ineffective readers tend to rely too heavily upon grapho-phonic cues. The objective of the teacher should be to encourage all children to integrate the three cueing systems. R. Routmann, Transitions VISUAL Grapho-phonic Cues What looks right visually and sounds right phonetically?

Reader needs to Integrate all 3 coding systems.

Analyzing the Running Record MEANING CUE - Substitutions ponies Text: I like to see horses at the farm. Analysis: There were pictures of horses and colts on the page. The intended message is almost the same. The substitution is not visually similar, but it is an acceptable language structure (noun). There is often an overlap of meaning and structural cues. Instructional Teacher Prompt: Does that look right? Semantic error Teacher Prompt is for during guided reading.

Analyzing the Running Record VISUAL CUE – Substitution Does this substitution look like the word in the text? √ √ √ √ heres √ √ √ Text: I like to see horses at the farm. Analysis: The substitution looks similar. It is not an acceptable English sentence. It does not make sense. Instructional Teacher prompt: Does that sound right? The visual cues in text are simply what the letters and words look like. Graphophonic Errors=Phonics=VISUAL Cues

Analyzing the Running Record Structure CUE – Substitution The structure of the text (up to and including the substitution) should be acceptable English language construction. √ √ √ fly √ √ √ √ Text: I like to see horses at the farm. Analysis: “ I like to fly…” is acceptable English language construction. It is not visually similar and does not fit the meaning of the total text. Instructional Teacher prompt: Does that make sense? Does it sound right to say it this way?

Practice Marking a Running Record Try some: Sample running record that can be analyzed together. Teachers will have exact handout – for note taking.

Analyzing the Self-Correction √ √ √ √ √ √ √ fair SC Text: I like to see horses at the farm. Analysis: What cues do you think this child used to self-correct? Turn and Talk Video clip - analyzing a self-correction It is also important to determine what cues were being used when a self-correction was made.

After our analysis, we can determine how we will prompt a child during their guided reading.

Cross-Checking Cues To Confirm a Response Meaning Does this make sense? Visual Does this look right? Using the cueing system to guide our Guided Reading Instruction. Cues need to integrate to make meaning. Highlight the prompts that we might use with students. Structure Can we say it that way? Letter/ Sounds Expected What would you expect to see?

What prompt would you use? TEXT: Yesterday, I walked the dog. Child: Yesterday, I was the dog. ( Not using Meaning: Does that make sense?) Child: Yesterday, I saw the dog. (Not using Visual – Does that look right?) Child: Yesterday, I walk the dog. ( Not using Structure: Does it sound right?)

Resources For You To Use Teacher Prompts Questions to Help Guide the Analysis of Running Records Conventions Scoring Guidelines Retelling forms Reading Errors practice sheet Teaching for Strategies

Points to Remember… Authentic assessment should result in improved, more effective teaching Readers must use meaning, structure, and visual cues and must learn to self-check. Independent readers integrate all three strategies. Analyzing a student’s errors helps a teacher give the student the support needed. Comprehension can be checked by retellings and reader response. Students with similar needs can work in a flex group. Use running records to help place your students in guided reading groups and to inform your instruction.

More Practice! Have 1-3 teachers move to next activity – completely miscue analysis on current running records.

Bibliography Guided Reading: Good First Teaching for all Children, Gay Su Pinnell and Irene Fountas Observation Survey, Marie Clay Becoming Literate, Marie Clay Reading Recovery: A Guidebook for Teachers in Training, Marie Clay Classrooms That Work: They Can All Read and Write, PM Cunningham and R. Allington Early Childhood Assessment Framework, Pennsylvania Department of Education