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

Running Records-The Basics

PART 1

Purposes of Running RecordsA 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 √ √ √

Substitution went

want

Repetition R

Self-Correction (SC) went SC

want

Recording Miscues

Omission very

Insertion little or use ^

Told ( T) thought T

Appeal sometimes A

little

What does it look like?

Sample Marking Primary

Sample Marking Intermediate

Let’s Practice – Recording Miscues!

How to Score Substitution Count as 1 error Multiple attempts at a wordCount 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

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 aboveInstructional = 90-94 %Difficult = 89% or belowVIDEO

Scoring

Enjoy aRunning 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 andMiscue 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 RecordMEANING 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 – SubstitutionDoes 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 CuesTo 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 RecordsPART 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.

BibliographyGuided 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