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 Assessing Comprehension Using Running Records to plan instruction Prompts to help students become strategic readers

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

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

Running Records -The Basics PART 1

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

A Running Record - Level Q

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.

Recording Miscues Accurate Reading √√√ Substitutionwent want RepetitionR Self-Correction (SC)went SC want

Recording Miscues Omission very Insertionlittle or use ^ Told ( T)thought T Appealsometimes A little

What does it look like? Sample Marking Primary Sample Marking Intermediate

Let’s Practice – Recording Miscues!

How to Score SubstitutionCount as 1 error Multiple attempts at a wordCount as 1 error OmissionCount as 1 error InsertionCount as 1 error ToldsCount as 1 error Repeated error on a nameCount as 1 error RepetitionsNot counted as error Self-correctionsNot counted as error

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 = % Difficult = 89% or below VIDEO Scoring

Enjoy a Running Record Review!

Points to Remember… Authentic assessment should result in improved, more effective teaching Identifying an accuracy rate can help to determine appropriate text level for guided reading Analyzing a student’s errors helps a teacher give the student the support needed. 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.

The 3 Cueing Systems and Miscue Analysis MSV - An overview video PART 2

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.

Relationship of the Three Cueing Systems of Reading STRUCTURE Syntactic Cues What sounds right grammatically? MEANING Semantic Cues What makes sense in context? VISUAL Grapho-phonic Cues What looks right visually and sounds right phonetically?

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.

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.

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.

Cross-Checking Cues To Confirm a Response Meaning Does this make sense? Visual Does this look right? Structure Can we say it that way? Letter/ Sounds Expected What would you expect to see?

Practice Marking a Running Record

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

Practice Marking a Running Record

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

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?)

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. 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!

Running Records PART 3 -Assessing Comprehension

Fiction Retelling Story Retelling Worksheet

Story Retelling Rubric

Non-Fiction Retelling Non-Fiction Worksheet

Retelling Rubric – Non-Fiction

Strategy Interview Uses Schema Infers Asks Questions Determines What is Important Monitors Comprehension Visualizes Synthesizes

Points to Remember… Authentic assessment should result in improved, more effective teaching Assess comprehension using a retelling. Assess metacognitive thinking using a strategy interview. Students with similar needs can work in a flex group. Use running records and retellings to help place your students in guided reading groups and to inform your instruction.

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, P. Cunningham and R. Allington Early Childhood Assessment Framework, Pennsylvania Department of Education Mosiac of Thought, Eileen Keene Strategies That Work, Stephanie Harvey and Anne Goudvis