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Colour wheel and Running Records

Colour wheel and Running Records. Tom Nicholson. Ready to Read Colour Chart. Reading levels for older pupils. Basic scoring codes. Old Tuatara By Joy Cowley. 2. Old tuatara sat in the sun. 3. He sat and sat and sat. 4. “Asleep,” said the fantail. 5. “Asleep,” said the gull.

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Colour wheel and Running Records

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  1. Colour wheel and Running Records Tom Nicholson

  2. Ready to Read Colour Chart

  3. Reading levels for older pupils

  4. Basic scoring codes

  5. Old TuataraBy Joy Cowley 2. Old tuatara sat in the sun. 3. He sat and sat and sat. 4. “Asleep,” said the fantail. 5. “Asleep,” said the gull. 6. “Asleep,” said the frog. 7. “Asleep,” said the fly. 8. “Not asleep,” said Old Tuatara.

  6. Running record scoring codes V = Visual = Does pupil use visual information from the letters and words? M = Meaning = Does the pupil miscue make sense even if inaccurate? S = Structure = Is the miscue possible in an English sentence – is it syntactically appropriate? A miscue might be coded as one or more of V, S, or M Circle V or S or M if you think these cues were used – the uncircled letters show the cues that were not used Other codes: R = rerun App = pupil asks for help

  7. Critiques of running records (Blaiklock, 2003) • The reading levels assigned in the colour chart may not be accurate – there is no research to be sure that these levels are correct – so it is difficult to know that the colour assigned is the correct one • Some teachers let the pupils read the text first, and then reread it – this can give inflated scores • Running records do not assess comprehension – teachers need to ask additional questions to verify comprehension • Self-correction as a strategy has been questioned – good readers are supposed to correct one in three miscues but poor readers may not be able to do this because they make so many more miscues than do good readers • Some miscues can throw out the reading level, e.g., if the pupil makes the same miscue a number of times • It is difficult to be sure when the reader is using decoding strategies, especially if they only focus on the first or last letters • Meaningful miscues are more likely when the text is at the right level for the pupil, i.e., 95% accuracy or better – loss of meaning when the text is hard does not mean the pupil can’t read for meaning, only that there are not enough context cues to make meaningful responses – sometimes poor readers appear not to be reading for meaning but this may only be because they are making too many miscues to make meaning

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