1. What does accuracy mean to you?

2. Running Records Beyond Accuracy

3. Running Records Running records are much more than an accuracy tool. They are a tool that teachers use to observe closely the reading behaviors of their students.

4. Running Records Running records of oral reading are basically a vehicle for error analysis. The teacher must engage in the imaginative challenge of figuring out the logic of error. The most useful aspect of errors is that people do not make them randomly. There is always a reason for them. If you can figure out the reason, then your know where best to use your instructional expertise and how to avoid confusing the student. (Johnston, 2000)

5. Standard Procedures If a teacher claims that a child read a text with a certain level of accuracy, we need to be assured that this had been obtained according to common practice. If this is not true then calculations and comparisons do not have any meaning. (Marie Clay, 2002)

6. Conventions Child = What child says Text What is in the text

7. RR Scoring Conventions Correct word (correct) Substitution mad (error) made Attempts m/maa/m-d(error) made

8. RR Scoring Conventions Repetition  R(no error) Omission _−−−_ (error) made Insertionthe(error) −−

9. RR Scoring Conventions Self correctionmad /make/ SC(no error) made Appeal to teacher m---  A (error) made  T

10. Running Records (lower levels, slower readers)     -      sometime Have you ever seen a spider scuttle swiftly away? Spiders sometimes   can’t        move quickly, but cannot keep going for long. Their breathing system isn’t --            is not very efficient so they soon are out of breath. Spiders can  and      R  walk, run, - jump, climb and hang upside down.

11. Running Records (higher levels, fast readers) claw At the end of each leg are two or three sharp claws for can gripping surfaces. Spiders that spin webs have a special claw dens to help them hold on to their webs. Hunting spiders have dense tufts of hair between their claws for gripping smooth surfaces and holding  /R2 prey.

12. Running Records

13. Accuracy Rates

14. Teachers College Reading and Writing Project Levels A-K & Levels L-Z 96%-100% - Easy (Independent Reading Level) 90%-95% - Scaffolded Instruction Level (Books for small group work) Below 90% TOO DIFFICULT (Frustration Level)

15. Teachers College Reading and Writing Project Levels A-K & Levels L-Z Three factors should be check when assessing a reader (Allington 2001): ①Accuracy and self corrections ②Comprehension ③Fluency

16. Reading A-Z

17. Reading Recovery 95% + Independent Level 90%-94%Instructional Level Below 90%Frustration Level

18. Reading Recovery Above 90% - Good opportunities for teachers to observe children’s processing of texts. Below 90% - The Reader tends to lose the support of the meaning of the text.

19. DRA Levels 95%-100%Independent Level 90%-94%Instructional Level

20. Analysis of Errors Meaning (M) – Does it make sense? Syntax (S) – Can we say it like that? Visual (V) – Does it look right?

21. Other Considerations Pronunciation - Is the child a language learner? 100+ words Comprehension Fluency

22. CLR- Give One, Get One 1 st – Culturally Responsive Greeting (Hi!, What’s Up!,…) 2 nd – I think… I know… It’s interesting that… 3 rd – Exploding Fist Bump