1. The Reading Process 1

2. 2

3. 3

4. 4

5. 5

6. 6

7. 30 Second Challenge! Think about a child you have listened to read today and list as many reading behaviours you observed them doing when reading. 7

8. 30 second turn and share your observations with a partner. 8

9. When a reader uses these behaviours they are: Checking on themselves / self monitoring or Checking on themselves / self monitoring or Predicting / anticipating or Predicting / anticipating or Confirming or Confirming or Cross checking one source of information against another – meaning, structure and or visual or Cross checking one source of information against another – meaning, structure and or visual or Searching for information of any type – visual or meaning or Searching for information of any type – visual or meaning or Self correcting Self correcting 9

10. “...reading as a message getting, problem solving activity which increases in power and flexibility the more it is practised.” Becoming Literate Marie.M.Clay 10

11. Running Records 11

12. 12 Building Leadership Capacity Moral Purpose Professional Learning Precision Personalisation ‘Breakthrough Framework’ Breakthrough- Fullan, Hill & Crevola Precision Assessment Data Daily Instruction Personalisation Readiness to learn Appropriate Pedagogical experiences Professional Learning Focused daily learning of teachers individually and collectively

13. Running Records…. Help teachers to….. 13

14. Running Records….  Central to effective monitoring is the technique of taking running records  Running records describe accurately what actually occurs in the course of reading  They provide the most helpful insights about the strategies a child is using to reconstruct meaning, and about what needs to be learned next  From: Reading in Junior Classes, pp121-122 14

15. The Conventions of the Running Record Record as much of the child’s behaviour as you can as this will give you a more accurate understanding of the child’s strategic processing system. Record as much of the child’s behaviour as you can as this will give you a more accurate understanding of the child’s strategic processing system. Refer to the Running Record Convention Sheet Refer to the Running Record Convention Sheet Practise, practise, practise!!! Practise, practise, practise!!! 15

16. 316

17. 17

18. Analysing the the Running Record…. 18

19. 3 Steps of Analysis……. Step 1: recording & calculating running record to ascertain text difficulty. Step 2: analysis of errors and self corrections of the running record to ascertain sources of information used and neglected. Step 3: strategy level analysis, grouping and teaching for strategies in reading groups. Analysis of comprehension. 19

20. Analysing a Running Record Learning Task # 1 Using “ The Bicycle” Running Record Child # 1: 1. Establish the text difficulty 20

21. 321

22. 1. Three Levels of Text Difficulty  an easy text95-100% correct  an instructional text90-94% correct  a hard text80-89% correct 22

23. 2.Analysing the Error.. To explain the error consider the behavior up to the point of the error. - An Observation Survey, pages 30-33 2.Analysing the Error.. To explain the error consider the behavior up to the point of the error. - An Observation Survey, pages 30-33 23

24. Analysing the Errors Analysing the Errors It is important to analyze every error and not to look at errors selectively. Ask yourself: “What led the child to do ( or say) that?” “What led the child to do ( or say) that?” For every error ask yourself at least 3 questions: For every error ask yourself at least 3 questions: M: Did the meaning or the message of the text influence the error S: Did the structure of the sentence (syntax) of the sentence up to the error influence the response? V: Did the visual information from the print influence any part of the error? 24

25. Learning Task # 2 Using “ The Bicycle” Running Record Child # 2: 1. Establish the text difficulty 2. Analyse the sources of information used and neglected 3. Ascertain the strategies that the child is demonstrating. How is their strategic processing going? 25

26. Analysing the Self Correction  To explain self-correction consider what led the child to spontaneously correct the error.  Ask yourself.. What extra piece of information did the child use to self correct the error?  - An Observation Survey, pages 30-33 26

27. Learning Task # 3 I’ve done the Running Records – now what? Using the ‘ The Bicycle’ examples of Running Records – determine where you may take the teaching with:  Child 1 and  Child 2 - Think, Pair, Share Share ideas for future teaching and teaching prompts - using meaning, structure and visual prompts. Highlight possible teaching focus, suitable prompts they may be used in Guided Reading or independent reading. 27

28. Reflection Time What has been your most valuable learning moment here today? What has been your most valuable learning moment here today? How will you use your new learning tomorrow in your classroom? How will you use your new learning tomorrow in your classroom? What are you going to do to consolidate your learning? What are you going to do to consolidate your learning? How can we support you next in your learning? How can we support you next in your learning? 28

29. 29