1. Reading Records & Comprehension Assessment
Guided Reading
Reading Records & Comprehension Assessment
Dear Facilitator:
This is the third in a series of PD Modules on Guided Reading developed by the NLSD#113 Literacy Steering Committee
The other Modules in the series are: 1. “Introduction to Guided Reading” (1-A for Gr.1-3 & 1-B for Gr.4-6) and 2. “Guided Reading: Organization and Management”.
This Module focuses on Assessment in Guided Reading. It includes a power point presentation (which may also be used as a set of overheads), and this facilitator’s guide. It also includes 2 handout packages which you may copy for participants: 1. the power point handout with space for note-taking and 2. the supplementary handout package which may be distributed page by page at the appropriate points in the presentation. In the facilitator’s notes the “HO#__” refers to this supplementary handout package. This Module is intended to be used with the video or DVD entitled Running Records, Ginn Publishing Canada.
You (the session facilitator ) should review the entire power point and handout package and decide how to present the module (whole, parts, who presents what parts etc.) Your decisions will depend on your time restrictions, audience, facilities, supports etc. For example, you may not want to make copies of all the HOs for everyone. Set up the venue and gather necessary supplies prior to the presentation. NB: Each participant will need a calculator later in this module. Other supplies: small prizes (treats, bookmarks etc.), various leveled books, overhead projector & blank transparencies
Pre-Reading Assignment: Each participant should read the GUIDELINES for Using the Running Record and Comprehension Assessment Forms and blank Reading Assessment forms (on NLSD website) BEFORE attending this session

2. Welcome! Let’s take this opportunity
to work together to better understand Oral Reading Assessment
-- an important part of Balanced Literacy instruction in NLSD#113 !
As participants enter make sure they have their copy of the Assessment Guidelines they were previously given (or give out for reading prior to session start if there wasn’t time beforehand)
To begin this Module, welcome participants and introduce yourself if necessary while this slide is displayed. Participants may already have participated in Modules 1 and 2, so explain that, while you will include a brief overview of Guided Reading, today’s focus will be the Assessment piece in particular. Take a few minutes for “housekeeping” details (seating, restroom locations, etc.)
Make it clear that at times you may refer to Guided Reading practitioners as “teachers”; however, all educators (tutors, for e.g.) are recognized for their roles in helping children become good readers.
* distribute Power-point Handouts part 1 (up to quiz: HO #7 Viewing Notes)

3. 1. Welcome & Introductions 2. Brief Overview of Guided Reading
NLSD#113 Guided Reading P.D. Module 3 Assessment in Guided Reading Reading Records & Comprehension Assessment AGENDA
1. Welcome & Introductions
2. Brief Overview of Guided Reading
3. Using Reading (Running) Records
Brief intro – samples of NLSD RR forms
Video
Quiz (Just for fun!)
4. Break
5. Working through page 1 of a Reading Record
6. Doing some practice of your own
7. What Does it all Mean??? – Reading Comprehension
Using the information from page 1
Overview of page 2 of a Reading Record
General discussion of Comprehension Assessment
8. Wrap-up
Facilitator Notes:
-Distribute agenda (optional HO# 1) and discuss briefly. Note break times. Point out need for calculators after the break.

4. Overview of Guided Reading
What we know about teaching reading (Rog):
Grouping must be flexible and constantly change to suit the learning needs of our students.
Texts used for teaching should offer just the right balance of support and challenge for each student.
The more kids read, the better readers they become.
There is no single method of teaching that works for every child.
Children have different needs, strengths, & interests.
A guided reading program is one way to meet the varied needs of all our students.
Facilitator Notes:
The points made on this slide come from the book Guided Reading Basics by Lori Jamison Rog, Pembroke Publishers: Ontario, You may wish to have a copy available to hold up for participants, as this is a much-used and much-quoted source throughout the presentation. (Lori Rog was a Language Arts Consultant with the Regina Public School system, so her book may be particularly relevant for Saskatchewan educators.)
The points on this slide are research-based. You may want to add the following comments when displaying this slide to emphasize how Guided Reading fits with reading research:
-Guided reading groups are comprised of students with similar needs – as they learn their needs will change = changing groups!
-Leveled texts help teachers to select appropriate reading material
-Students should be really reading in class – shared, guided, independent... (rather than doing worksheets and other busy work)
-There are no “silver bullets” or “magic wands”! Teachers need a range of instructional approaches and strategies.
-Working in small groups with leveled texts focusing on reading strategies is one instructional approach that helps teachers meet a variety of student needs.

5. Guided reading is:
A teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency (Fountas & Pinnell, 2001)
Working with groups of 4-6 students able to read similar levels of text with support
Using text carefully matched to needs:
- Too easy = independent (nothing to learn)
- Too hard = frustration (get discouraged)
- Their level = instructional (success and
learning can take place)
Each child doing an initial reading BY THEMSELVES, with the teacher/tutor available to monitor progress and provide support
Building reading strategies and independence
Included as instructional approach in ELA curriculum
Different from traditional reading instruction in many ways
Facilitator Notes:
You may want to show participants the book Guided Reading: Good First Teaching for All Children and/or other Guided Reading publications by Irene C. Fountas & Gay Su Pinnell. Fountas and Pinnell’s work is well known and respected in the Guided Reading field.
Some comments on the points displayed on this slide might be:
-Guided Reading is an instructional approach – it is not a “program” or a set of certain resources, etc.
-After an introduction to the text, students read by themselves – at their own pace – while the teacher monitors the reading (makes jot notes on strategy use, etc. for future instruction).
“Too easy” means the child already knows/uses needed reading strategies – doesn’t mean students shouldn’t use “easy” books for independent reading!
NLSD supports Guided Reading in its Building a Community of Learners Initiative
For more information on Guided Reading see Module 1A (gr.1-3), 1B(gr.4-6) of this PD series, or one of the recommended teacher resources listed on
HO# 2 in the supplementary handout package. (optional – may have a few copies available).
Provide HO# 3 re: How Guided Reading differs from traditional reading instruction. (pair/share reading?: 1 copy per pair)

6. Ultimate Goal
To develop independent readers who question, consider alternatives, and make informed choices as they seek meaning. Margaret Mooney
(To develop
strategic,
independent
readers.)
Facilitator Notes:
(Margaret Mooney, from New Zealand- has written many books for children and resources for teachers such as : Reading To, With & By Children (1990), Exploring Informational Text (2003)
-Participants who took part in the Organization & Management Module of this PD series and/or who already practice Guided Reading in their classrooms will know the importance of teaching students to work independently in the classroom. In teaching reading independence is also our goal. We don’t want students to be mere “word callers”. We want them to understand what and why they are reading. Comprehension is paramount!
-Activity: HO# 4 “Challenging Text: Medical” Many participants may already have done this kind of exercise in previous Modules, but it is worth repeating at this point. (may wish to only have 1 copy for reader)
This time, have a volunteer (or yourself) read the medical -or any other difficult technical text- handout aloud as smoothly and quickly as possible (you may need to practice silently first). Presumably, while you read the passage fluently because you are an adult and a good reader, you did not really understand much of what you were reading. This is an example of “word-calling”.

7. Reaching this goal requires regular Assessment
Two key assessment tools:
Reading (Running) Record
(the dreaded!! – but really no need to fear!)
Comprehension Assessment
Facilitator Notes:
-In fact these two sides of the reading assessment overlap, informing each other, as you will see on the upcoming slides . . .
( See Handout the GUIDELINES for Using the Running Record and Comprehension Assessment Forms & blank assessment forms – given out previously)

8. NLSD Reading Record sample form Side 1 (Fiction Text) Side 1 (Non-Fiction)
Facilitator Notes:
-If participants have not yet used Reading Records, assure them that these forms are not as hard to use as they may appear at first glance!!!
-We need to teach and assess for many different kinds of strategies when teaching reading. Some strategies, e.g. letter/sound correspondence or chunking, are more “technical” than others, such as accessing prior knowledge or making personal connections to the text.
-The Reading Record forms currently being used by NLSD are two-sided. In general, side 1 assesses for the more technical aspects of reading. Side 2 specifically assesses comprehension.
In addition, NLSD has developed two different RR forms, one for fiction text and one for non-fiction, as the types of questions asked to assess comprehension need to be different for each type of text.
-On this slide and the next, areas that differ between the fiction and non-fiction forms have been circled. (Differences occur mainly on side 2-Comprehension).
At this point, distribute HOs #’5 & 6 - Samples of both assessment forms.

9. NLSD Reading Record sample form Side 2 (Fiction Text) Side 2 (Non-Fiction)
Facilitator Notes:
Ask: “What differences do you see?”
-Briefly point out the differences between the types of comprehension questions and prompts used to assess fiction reading vs non-fiction reading.
(will deal with in more detail later)

10. Reading (Running) Records “The single most effective tool for assessing reading is the oral reading record.” (Rog)
Brief, in-class individual assessment
Separate from rest of group
Capturing the process as it happens
Enables the teacher/tutor to see:
Strategies, use of cueing systems
Errors and self-correcting behavior
Reading process in action
Application of skills
Fluency
Strengths and needs
Facilitator Notes:
-Marie Clay, an educator from New Zealand, is credited with creating the concept of “running records”. They may also be referred to as “reading records”.
-Once you have done a few, they become much easier.
-Participants will next be watching a video of a Reading Record being taken, look at a completed one together, and then do some practice on their own.
- It is important to be consistent in administering the running record so that anyone who looks at the assessment can understand what the student is doing as a reader.
- Participants will next be watching a video of a reading assessment being done, look at a completed assessment together, and then do some practice on their own.

11. Video Running Records (Ginn Publishing 22 min)
Not to alarm you, but there’s a quiz at the end!
However, there may be prizes!
Facilitator Notes:
-Referring back to Module agenda, remind participants that after the video and a brief (for fun) quiz, there is a break scheduled. Does this still fit in with the way things have been going?
- HO #7 Viewing Notes – split notes for key words and phrases (may just use a folded piece of paper)
participants jot down any questions and comments they may have while watching the video. These can be discussed after viewing.
* Show the video/dvd Running Records (22 mins.)

12. Comments/Questions about the Video?
Conventions Quiz time!
What do these symbols mean???
Good Luck!!!
Facilitator Notes:
-“Conventions” is the term used for the markings used to record a student’s reading behaviours while taking a Reading Record. They are explained in the video.
-On each quiz slide, the actual text the student would be reading appears underneath the horizontal line and the conventions are recorded by the teacher above the line.
* Although the answers to the quiz appear at the top of the slides in these notes, they only appear during the actual slide show once participants have attempted to answer and the facilitator clicks to make them appear.
(”Prizes” might be small candies for the first participant to call out the correct answer after each slide, or Guided Reading strategy bookmarks, packs of sticky notes, etc. – whatever your budget allows).

13. Accurate Reading -Text read “house”; student read that word correctly.
Facilitator Notes:
-Text read “house”; student read that word correctly.
* If you are using the overhead transparencies instead of the powerpoint it is important to cover up the heading on each slide with a slip of paper until time to reveal (i.e. cover “accurate reading until some predictions have been made)

14. Substitution -Text read “house”; student read “home” instead.
Facilitator Notes:
-Text read “house”; student read “home” instead.

15. Insertion
Facilitator Notes:
-There was no word “a” at this point in the text, but the student “inserted” one anyway.

16. Omission
Facilitator Notes:
-The word “house” appeared at this point in the text, but the student left it out.

17. Error
Facilitator Notes:
-The word “home” appeared in the text at this point; the student first said “here” instead, then made an “h” sound (probably sensing something wasn’t right), then finally said the word “house” in error.

18. Sounding out
Facilitator Notes:
-Student hesitated at the word “home”, began sounding it out, first making an “h” sound, then saying “ho”, and finally saying the correct word.
-This provides evidence that the student knows and can use some decoding strategies.

19. Self-Correction
Facilitator Notes:
-The text read “were”, but initially the student read “where”. (What emergent reader hasn’t made that error!)
-Subsequently, the student tried “when”, then finally got it right and read “were” correctly.
-Attempts to self-correct indicate that a reader notices when things don’t look or sound “right” (mismatches), and then searches for prior knowledge that provides a better “fit”. (Fountas & Pinnell)

20. Self-Correction
Facilitator Notes:
-Text reads “Here is the house”; student initially reads “Here is the home”, then repeats that error (“R”), but finally self-corrects and reads the phrase correctly.
-This student is using a “re-reading” strategy.

21. Break time Come back in _______ minutes. Have your calculator ready!
Facilitator Notes:
-After the break the facilitator will talk participants through page 1 of a non-fiction RR, using an overhead of the next slide (HO #8), so during the break the facilitator can make sure that the overhead projector, transparencies and pen are ready to go. It would be useful to have a few blank transparencies on hand on which to demonstrate calculations.
-Participants will all need calculators, either their own, or provided by you.
-Also have copies of HO# 8 - RR for text*, placed around the table so that when participants return from break they will each have one to look at. (*Completed page 1 of RR of the book Spider Webs).
-Facilitator will want to have a copy of the actual book Spider Webs (Nelson “Sails series – gold level 17) available to hold up for participants before starting the discussion of the RR.

22. Let’s take a look at a Completed Reading Record
Facilitator Notes:
-A reading record would not necessarily be taken on every book a student reads, nor during every guided reading lesson.
-The information gathered from a reading record is used to assess which strategies a reader is using and which a teacher may still need to teach for. The information would also be used to determine if a reader is ready to move on to the next book level.
-To obtain a valid sample only about 100 words of text is required. (It is not necessary to read through a whole book again!)
-While it is possible to take a reading record on a blank piece of paper (as we saw in the video), having a text sample typed right on a form is more convenient. (Preparing these forms for every book in your bookroom is a long, labour-intensive process, but worth it in the long run).
-The student reads aloud from the actual text while the teacher records conventions on the form.
-First fill in student’s name, grade, the date, and the name of the person administering the RR as ‘Recorder”. (Also Title, Level & Word Count if it is not filled in).
-Comprehension Score, Error Rate, Accuracy and S.C.(Self-Correction) Rate would be calculated after the RR is finished

23. Text is... Very familiar ? Moderately familiar ? Unfamiliar ?
A Reading Record is generally taken using text that is “Moderately Familiar” (i.e. read in Guided Reading group)
Facilitator Notes:
- “Very Familiar” text is text the student has read several times before.
- “Moderately Familiar” text is text the student has read once, at the most twice, usually in the previous Guided Reading lesson when the book was introduced to the group.
- “Unfamiliar” text is text the student has never seen before.
-An RR is generally taken using “Moderately Familiar” text.
Emphasize to participants that during an RR is not a time to do any teaching. It is a time to observe and record students’ reading behaviours to get as accurate a picture as possible of what they can do on their own. Resist the (natural) impulse to help them!
-Some students will become very nervous about RR’s. Keep the situation low-key and straightforward by saying something like: “This isn’t a test; it’s just to help me find out what I still have to teach...” It is important to be especially discreet with older struggling students (HO#9)

24. - may demonstrate calculations on a blank overhead
Error Rate
Simplified ratio
(divide total # of words by # of errors)
One error in every ___ words read
Facilitator Notes:
-First look through the text sample on the RR and ensure participants understand the types of errors and self-corrections this student made. Recall the conventions from the video and the quiz.
-Note how the “E” (Errors) column, the “SC” column (Self-Corrections) and the “Analysis” column are completed.
-Now you will go through the RR from top to bottom, explaining each element as it is indicated on the upcoming slides.
-You will go through all the calculations on the RR first and talk about their significance for assessment later in the presentation.
- may demonstrate calculations on a blank overhead
-First, demonstrate how the “Error Rate” was arrived at: The total number of words is shown at the top of the text sample as the “Word Count”, in this case While reading this text, the student made 8 errors (the total of the “E” column) divided by 8 = This number is the error rate. The student made 1 error for approximately every words she read.

25. Accuracy 95-100% 98-100% 90-94% 93-97% Below 90% Below 93% Marie Clay
Level
Marie Clay
- Lori Rog
Richard Allington
- Linda Nosbush
Independent/
Easy
95-100%
98-100%
Instructional
90-94%
93-97%
Frustration/
Hard
Below 90%
Below 93%
Easy = Independent
Can read every word easily
Understands completely
Instructional = Needs Guidance
Reads most words easily
General understanding
Hard = Frustration
Struggles with many words
Difficulty understanding
Facilitator Notes:
-Demonstrate how the “Accuracy Rate” was arrived at: This student read 138 words with 8 errors. Therefore she read 138 minus 8, or 130 words accurately. Divide 130 by 138 (a ratio of 130:138). The result is Multiply this by 100 to calculate a percent: 94.2% (> demonstrate)
-At the top of the RR there is an “Easy” /“Instructional” /“Hard” scale under the “Accuracy” space. The chart on this slide shows how new research has changed the standards for accuracy generally used in the reading field.
-There is still debate about these standards, however. Lori Rog, in her book Guided Reading Basics considers % to be Independent level, 90-95% to be Instructional level, and below 90% to be Frustration level.
But, having 5 words wrong out of 100, especially if they are key words is still too much and will interfere with comprehension, so...
NLSD#113 has adopted the standards recommended by Richard Allington and Linda Nosbush/ Sask. Rivers School Division (blue column on the chart).
Guided Reading uses texts at the “instructional” level (where the student is achieving 93-97% accuracy).

26. Accuracy percentage divide the # correct by # of words x 100
for example: word count minus errors = number correct
>> 138 words – 8 errors = 130 correct words
>> 130 divided by 138 = .942 x 100 = 94.2%
>> 94.2% => instructional level...
Facilitator Notes:
The accuracy rate tells you whether the text is at the student’s frustration level, or instructional level, or independent level.
Students are grouped for guided reading according to their instructional level
So, for example, if this student scored 94.2% at level 17, then they would stay in the level 17 guided reading group. If they had scored a 98% accuracy (AND at least an 83% on the comprehension assessment) for at least 3 running records, they may be moved up to level 19 (remember there is no level 18 in the SRSD/NLSD leveling system!).
Tell participants they will get a chance to practice – it will get easier/smoother with practice!

27. Self-Correction Simplified ratio: # errors + # SC = total miscues
total miscues divided by # self-corrections = SC rate
One SC in ___ errors
Any SC is a good sign!
Facilitator Notes:
-Demonstrate how the “Self-Correction” rate was arrived at. Add the number of errors and self-corrections together: 8 plus 6 = 14 total mis-cues. Divide this total by the number of self-corrections: 14 divided by 6 = This means that when this student read, she self-corrected about 1 out of every 2.3 miscues she made. (demonstrate)
Any Self-Correction is good –
Reminder: The NLSD Reading Strategies bookmark can be used to teach how to figure out a word (students can use the bookmark during guided reading or independent reading time as a reminder of strategies they can try!)

28. M S V Meaning cues (semantic) “M” Structural cues (syntax/grammar) “S”
Does it make sense?
Structural cues (syntax/grammar) “S”
Is that how we talk?
Visual cues (graphophonic) “V”
Does what they say match what they see?
Facilitator Notes:
-Discuss the analysis of this reader’s miscues: when a reader makes an error, she is said to have “violated” one of the cueing systems listed on this slide. When the reader self-corrects, she is said to have “used” one of the cueing systems effectively. Errors are often referred to as “miscues”.
-The teacher taking the RR needs to analyze each miscue and record which cueing system the reader violated or used for each miscue. This takes careful thought, and a teacher may find that miscues don’t always fit neatly into one system or another. Using best judgment is called for. Also, this becomes easier with practice.
-Example 1: The reader’s first error was reading “builds” for “build” in the sentence “Most spiders build webs.” She did not self-correct. The teacher recorded that she had violated the Structural cueing system, because a grammatical mistake was made (inflected verb ending). That is not how we talk. This was also recorded as being a violation of the Visual cueing system because the student added an “s” to the end of “build” when it was not present in the text. What she said did not match what she saw.
Example 2: The reader’s seventh error was reading “were” for “warn” in the sentence “Their webs can warn them of danger.” She violated the Semantic cueing system (word meaning) because the sentence she read didn’t make sense, yet she did not self-correct. If she had self-corrected, it would have been recorded that she used the Semantic cueing system to self-correct.

29. The rest of page 1 of the Reading Record
Reading strategies observed
Fluency
Concepts of print/Text features
Strengths/Needs/Recommendations
Facilitator Notes:
-At the bottom of page 1, the recorder is asked to check off which reading strategies the student appeared to have been using, whether the reading was fluent, and whether the student was attending to various text features. Again, some judgment is called for here, as it really is impossible to know exactly what goes on in a reader’s head!
- See the note on fluency on pg.4 of Guidelines for Using the NLSD Running Record and Comprehension Assessment Form (on website – HO?) - read over
-Some of these boxes can be better checked after the student has completed page 2 of the RR – Comprehension (for example: “Uses vocabulary from text” refers to side 2).
-The “Observations/Notes/Strengths/Needs/Recommendations for Instruction” section should be filled out after page 2 has been completed.

30. Practice time
In partners - take turns reading and taking a running record.
Challenge your partner with a variety of things to record:
Accurate reading
Substitutions
Insertions
Omissions
Sounding out
Repetitions
Errors
Self-corrections
Facilitator Notes:
-Have a variety of books at a variety of reading levels available for groups to choose from
-Have a supply of blank RR forms available (participants will have to record in the blank space where the text would normally be printed, as was seen in the video).
NOTE: If you can borrow books from a school’s bookroom, with RR’s already typed, that would be ideal.
-Encourage the participants to “think like their students” during this activity, and try to insert the kinds of miscues they might see in their classrooms into their reading.
-Facilitator should circulate, answering questions, offering suggestions, etc.
-Allow about 15 minutes for this activity. Participants only do side 1 of the RR at this time.

31. Reading Comprehension
“I get it!”
Reading is comprehension
Reading without comprehending is simply word calling.
Effective comprehenders are fluent readers who make sense of the text and use the information it contains
Reading assessment must include comprehension assessment
Facilitator Notes:
Many students (including ESL/D students) may be able to decode at very high levels. However, effective decoding and comprehension are not always synonymous. It is important for teachers to distinguish the word-callers from the fluent readers...
Effective teachers know that a few research-based strategies have consistently proved their worth. And since reading is comprehension, students’ reading will improve with more selective and effective comprehension strategy instruction (Comprehensive Literacy Resource pg.102 -Miriam Trehearne) This explicit strategy instruction should take place through a balanced approach – whole group shared reading, read-alouds etc...
Instruction in reading strategies: see the “Before/During/After Reading Objectives in the Sk.Learning ELA Curriculum Guide.

32. Reading Assessment “side 2”
Facilitator Notes:
Refer back to HOs #8, #5, #6 Comprehension Assessment side 2
This side of the assessment form consists of 3 parts for after the student has read the text: Part A –Retelling, Part B – Questions, and a Summary Score at top of page. Do Part A first, then Part B, then fill in the top section by entering and adding up scores.
A student must achieve a minimum score of 83%, on at least 3 assessments (fiction + non-fiction) to move up to the next level – even if they score 100% on the running record side 1!
But, it is recommended that the comprehension assessment (side 2) be completed as often as necessary to give the teacher firm assessment of the student’s ability to comprehend what he/she reads.

33. NLSD Reading Record sample form Side 2 (Fiction Text) Side 2 (Non-Fiction)
Facilitator Notes:
Ask: “What differences do you see?” - compare
-Point out the differences between the types of comprehension questions and prompts used to assess fiction reading vs non-fiction reading.
Read & discuss the points in Part A:
Allow enough “wait time” to give students time to recollect. Encourage retelling...ask them to think back to what they just read and to tell you about the story etc...Provide prompts only after a reasonable amount of time
The fewer the prompts, the better
Prompts are any extra cues or sentence stems given aside from the section headings. For example, the teacher may say “give some details” or “what else happened?” but giving particular details as a cue would be considered a prompt, or the teacher may say “what does this graph tell us?” but saying “this graph about rainfall shows that Regina has how many centimeters of rain__?” would be a prompt. If any prompts are given, only partial marks are assigned.

34. Part A – Levels 1-8 pts. 1-3 only Fiction Non-Fiction
All Levels U P
1. Characters
Names the main character = 1
Names other characters = 1
1. Key Ideas
Identifies main idea or topic = 1
States most key points = 1
2. Action: Recalls major events
Complete = 2 or Partial = 1
2. Sequence: States key ideas in order of presentation.
Correct = 2 or Partial = 1
3. Sequence of events in order
3. Vocabulary: Uses key vocabulary appropriately = 2
Or Partially = 1
TOTAL
Facilitator Notes:
The comprehension assessment for students below level 9 must include the first three categories in Part A. In fact, most emergent level texts don’t include enough detail to answer any more than that anyway!
To gain experience and practice answering higher level comprehension, teachers may ask more questions – especially of students in levels 6-8 (and depending on the text), but those student’s responses are not counted for levels 1-8.
The “U” refers to Unprompted response, the “P” refers to prompted response – put the score in the column according to whether the response was prompted or unprompted. Prompted responses get partial scores (half of the possible score). For example, the student may begin to respond but need to be prompted to continue or complete the response, so he/she would get a partial score.
Students reading at levels 9 and up will respond to questions in these 3 categories PLUS the other categories on the form – levels 9up are scored for #1-6 in Part A as well as Part B
Note the differences between the Fiction Part A categories and the Non-fiction Part A categories

35. Part A con’t. Levels 9 & up pts. # 1-6 Fiction Non-fiction
4. Setting
Gives place = 1
Gives time or other detail = 1
4. Details
States details to explain all key ideas = 2 points
Some key ideas = 1 point
5. Problem
Identifies main problem
Complete= 2, partial = 1
5. Interprets text Features.
Correct = 2 or Partial = 1
6. Outcome
Gives problem solution= 1
Gives story ending = 1
6. Overall: retell in own words. Complete = 2,
Partially = 1
TOTAL
Facilitator Notes:
Students above level 8 will answer questions in all categories.
Students reading at level 9 and up will respond to questions in these 3 categories plus the other categories – levels 9 and up are scored for #1-6 in Part A as well as Part B
Again, the scores are re3corded in either the Unprompted (U) column for full marks or Prompted (P) column for half marks, and the total is added at the bottom of Part A and filled in at the top of the page. Refer to the score chart at the top of the page (these are entered at the end of the comprehension assessment)
Levels 1-8 would be a score out of a possible total of 6
Levels 9 & up Part A would be a score out a possible total of 12

36. Facilitator Notes:
Non-fiction texts are often more difficult for students because of the organization, textual features, technical vocabulary and more formal language.
- It may be necessary to provide more prompts such as those listed on this slide
- For retelling/interpreting non-fiction (factual) texts: Students should be given the book to refer back to and find information in textual features such as tables, graphs, pictures & captions etc. (whereas for a retelling of a fiction text the students doesn’t usually need the text to flip through).

37. Assessing Comprehension Using Retelling and Summarizing
The “other side” of the Running Record!
PART A: Retelling/summarizing
PART B: Questions to check for Understanding
Comprehension at 3 levels:
Literal
Inferential
Critical
Facilitator Notes:
Part A – Retelling (i.e. fiction) , Interpreting (non-fiction)
Part B – Our provincial Assessment for Learning results or Reading indicated that we need to pay explicit attention to teaching for literal, inferential and critical levels of understanding – to help students think deeply about what they have read and go beyond simple low-level thinking!
(take a minute to compare the differences between the fiction & non-fiction Part B – prompts etc.
Sample questions may be entered into the sections in Part B. The student’s oral response is scribed by the teacher
Students are often assessed on their ability to retell or summarize without first being taught how to do it – unfair!
Students need to understand what a retelling or summary entails, to see it modeled, and to have guided practice prior to assessment.

38. Part B: Levels 9 & up Questions to check for understanding
Literal: Direct recall (who, what, when, where, how...)
Inferential: In your head – what is implied (why? what if...?)
Critical: Personal connections (to self, to other texts, to world... opinions backed up by evidence in the text)
Facilitator Notes:
Look at blank or sample assessment forms and compare Part B of the fiction and non-fiction forms
It is a good idea to type in or attach some appropriate questions for each text for whoever is administering the reading assessment (the initial effort will pay off later – makes comprehension assessment easier)

39. Who? What? Where? When? Why? How?
Teach Retelling !!!
Students need to be taught how to retell before they should be expected to retell for assessment
Practise sequential thinking, use of “order” words (first, next, then, last...)
Organizers for Retelling:
shape-go map
story map, info web
group retelling game
beginning
Facilitator Notes:
Emergent Readers – Levels 1-8 – are only expected to give a rudimentary retelling. Practice with sequencing stories by reconstructing familiar texts (beginning/middle/end story frames, flannel board or pocket chart build-up stories, language experience activities, sentence strip story reconstruction with a pocket chart or on an overhead...)
Discuss other teaching ideas for retelling...!?
HO#10 - Teaching Retelling: Graphic Organizers
There are other graphic organizers specifically for specific text types/genres that may be used for both whole class instruction (modelled, shared) and small group guided instruction.
middle
end
Who? What? Where? When? Why? How?

40. The Purpose.... To Guide Instruction !
The data from the reading assessment should be used to help the teacher to decide what strategies should be taught
A balanced approach (read-alouds, shared reading, and guided reading...)
Facilitator Notes:
The purpose of assessment is to guide instruction! -- this is formative assessment – something must be DONE with the information
– Ask: what does it tell us? – how do we make use of it?
- Assessment provides evidence of learning. Teachers use the assessment data to figure out what needs to be taught/ re-taught and then make their plans accordingly. Instruction in reading strategies takes place through a balanced approach: in read-aloud/think-alouds, whole group shared reading, small group guided reading, or during individual reading conferences/discussions.
- The classroom teacher must be fully aware of the reading strategies that the students are using/ not using, and plan to address the identified needs. It is important that classroom teachers review running records, especially if someone else takes guided reading groups and/or does the assessments.

41. Metacognition Provide strategy instruction in:
monitoring comprehension (using “fix-up” strategies)
using text structures
visually representing text (graphic & semantic organizers)
retelling, summarizing, synthesizing, inferring
generating questions
answering questions
using prior knowledge/ predicting
using mental imagery (visualizing)
>>>>> ELA Curriculum Guide > Reading Objectives!
Facilitator Notes:
Teachers must provide strategy instruction by modeling, demonstrating and explaining, often through think-alouds. Students need lots of practice applying these strategies through shared, guided and independent reading
Metacognition is an umbrella term given to these eight strategies – each thinking strategy is a variation of metacognition.
Reminder – Use the Learning Objectives for Reading, Viewing and Language Study when planning ELA lessons!
HO#11 Reading Objectives – checklist of Learning Objectives for Reading includes strategies within the cueing systems from the ELA Curr.Guide
- give participants time (5 mins.) to match up the strategies with objectives
* note: the NLSD#113 Reading Strategies Bookmark is a useful prop for learning word-attack “fix-up” strategies and encourages self-correcting!

42. Northern Lights School Division#113 has adopted Saskatchewan Rivers SD#119 Leveling System
Grade
(approximate)
Level 1
1, 2, 3, 4, 5,
6, 7, 8, 9, 10 2
11, 12, 13,
14, 15, 16 3
17, 19, 21 4 22 5 23 6 24 7 25 8 26
NLSD#113
Leveled Book List
June 2007
Facilitator Notes:
further info...
Critical to match books to readers. We use these reference books to select resources and organize sets of books for guided reading.
HO# 12: page from Leveling Criteria Explain text gradient on chart
Clarify level 17, 19, 21 (levels 18 and 20 were eliminated – by SRSD#119- because it was felt that the differences in the gradient were too fine to be useful/applicable)
Other leveling systems were available but we chose this one because...
- More “emergent” levels, whereas other leveling systems have only 1 or 2 levels it was felt that a finer distinction between emergent levels was needed at the grade 1 levels.
- Developed by Saskatchewan teachers for Saskatchewan students
- Some NLSD schools had already started to use this system and they found that it was the most useful,
> so the NLSD Literacy Committee decided to recommend the SRSD system!
Our Leveling Team has produced a NLSD Leveled Book List (on NLSD website – Teacher Resources – Literacy page)

43. Essentials to note
A strong introduction is a huge way to support the reader.
The purpose of reading is to make meaning – if they can put the sounds together but can’t tell you what it means, the purpose has been lost.
Relate material to students’ lives and find ways to build on prior knowledge/background/experiences. Help them make meaningful connections.
Want to make it fun/enjoyable – Foster a love of books/reading/literacy in the students.
Fluency is crucial – they may be reading 100% accurately, but if they read word by word, they may be losing the meaning.
Facilitator Notes:
- A few more tips...!
(discuss if time)
HO#13 Sample lessons script

44. Next Steps... goals? plans? timelines?...
As a Professional Learning Community what’s our plan to continue to understand how to use reading assessment data...???
The End
Good Bye & Good Luck!
Facilitator Notes:
Make follow-up plans –
When do people want to get together again after they have done some oral reading assessments and trouble-shoot/problem-solve/ discuss the process...?
The End! -- whew!

45. Sources
Literacy Centers for the Primary Classroom, Caroline Jackson Blakemore and Barbara Weston Ramirez, 1999
Reading Recovery: A Guidebook for Teachers in Training, Marie M. Clay, 1993
An Observation Survey of Early Literacy Achievement, Marie M. Clay, 1993
Guided Reading: Good First Teaching for All Children, Irene C. Fountas and Gay Su Pinnell, 1996
Guiding Readers and Writers: Grades 3-6, Irene C. Fountas and Gay Su Pinnell, 2001
Guided Literacy: Emergent-Early, Celebration Press, 1997
Guided Reading: A Practical Approach for Teachers, The Wright Group, 1995
Guided Reading Basics: Organizing, managing, and implanting a balanced literacy program in K-3, Lori Jamison Rog, 2003
On Solid Ground: Strategies for Teaching Reading K-3, Sharon Taberski, 1997
Using Guided Reading and Literacy Centers to Help Your Students Become Better Readers: Grades 3-6, Susan Finney, 2002
Facilitator Notes:
FYI -- for follow-up --