Text Complexity & Running Records Training

1. Text Complexity &Running Records Training Jamie Barnes Gwen Barnett Sally Campbell Karen Ogline Daphne Rogers

2. Introductions • Jamie Barnes ~ Mashburn Elementary • Gwen Barnett ~ Big Creek Elementary • Sally Campbell ~ Midway Elementary • Karen Ogline ~ Brookwood Elementary • Daphne Rogers ~ Shiloh Point Elementary

3. Survey Results • Running records focus from survey • Balanced literacy – literacy workshop • Fonda’s query-Information needed regarding literacy leader expectations

4. Fonda Facts: • How do I prepare myself to be a leader in my building? • What and how do I facilitate this information? • What is the literacy leader’s responsibility and role as we proceed?

5. Agreed Upon Group Norms In order to come together to collaborate, learn from each other and promote effective professional conversations, we have created the following norms: • Respect Ideas, questions and comments • Members need to take an active role-listening & participating attentively • Discard preconceived notions- be open to new ideas • Stay on Agenda- begin and end on time • Avoid side conversations • Technology only used to research or record- not for e-mails or class-work • Cell phones should be switched “off” or “silent”.

6. What does the Balanced literacy classroom look like? On any given day or time you will see…. Less Support Language Arts Science More Support Math Social Studies Gradual Release Method- Instructional Support

7. Common Core-GPS Text Complexity The Common Core State Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life. Non-fiction (Informational) Fiction (Literary)

8. Rigor Expectations of the CCGPS:Lexile Alignment to College & CareerReadiness to Close the Gap Source: Susan Pimentel, November 3, 2010

9. Common Core “Close Read” = Elementary “Read Aloud/Think Aloud” Students are exposed to appropriately complex text though scaffold/modeled reading instruction. Making connections , predicting, questioning, visualizing, inferring, determining importance, & synthesizing Vocabulary development, background knowledge, and discussions that develop the understanding of more complex concepts and language will be needed to provide support for our students as they become more proficient readers of challenging text.

10. We are already there.. with Balanced Literacy Independent Reading/Writing “Just Right” Text Guided Reading/Writing “Fountas/Pinnell Instructional Level Text • Close Read/RATA • Grade Level Appropriate “Complex” Text • New Lexile Levels • Appropriate Reading Material • Examples: • Whole class RATA-Shared • Literacy Circles • Reciprocal Teaching

11. Om SlideTake a deep breath!

12. Guided Reading based on Running Records Less Support Language Arts Science More Support Math Social Studies Gradual Release Method- Instructional Support

13. Difference between Fluency Record & Running Records Running Records- NOT Timed Teachers use to code, score, and analyze a child’s oral reading behaviors. Results are used to determine guided reading levels. Fluency Records- Timed Teacher listens to student reading grade level text and scores miscues to determine the number of words read correct per minute (WCPM). Teacher observes for accuracy, rate, & prosody. BOTH records combined give necessary information for future reading instruction.

14. What is a Running Record? • Part One: Oral Record • Record of miscues • Record of substitutions • Record of omissions • Record of repetitions • Record of reading level (independent, instructional, and frustration levels) • Record of self-correction rates • Record of comprehension level through retelling • Part Two: Strategies Used by student • MSV Analysis • Strategies being used during the Running Record • Success of strategies used • Part Three: Teaching focus/Teaching points • Back up formal testing with data that informs instruction + materials selection • Prompt use determined by student strategy use • Teaching focus + prompts to inform instruction • Student grouping in your classroom. • MSV Analysis • Strategy Use and success • Teaching focus • Teaching points • Prompting

15. What is the purpose of a Running Record?It can help you… • Observe student’s precise reading behaviors and gain insight into strategy use. • Document and track progress over time. • Design differentiated, individualized instruction focusing on student needs and present level of reading proficiency. • Determine the independent, instructional and frustration text levels of the child, which is used to group your students.

17. Part One: Steps To Taking the Oral Record • Student reads orally. • Teacher is a neutral observer. • A book introduction is given. • The running record is taken. • Accuracy and self correction rate are calculated. • Reading level is established. • One or two teaching points are made. • Level one analysis is complete.

18. How Running Records Are Done:

20. Accurate Reading

21. Substitution

22. Insertion

23. Omission

24. Error

25. Sounding out

26. Self-Correction

27. Self-Correction

29. Try it out. Use your handout to take a running record. Group Activity

30. Running Record ~ Emily

31. 89.7 14 Running Record ~ Emily l l l l l l l l l l l l l l

32. Running Record ~ Litzy Fording the River video

33. Running Record ~ Litzy

34. Accuracy Written as a 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...

35. Accuracy 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

36. Error Rate Simplified ratio (divide total # of words by # of errors) One error in every ___ words read

37. Self-Correction Simplified ratio: # errors + # SC = total miscues Total miscues ÷ # Self-Corrections = SC rate It is written as 1:4 SC rate. Any SC is a good sign! It shows that the student is listening to himself read and has a metacognitive awareness of his reading. SC rates of 1:1, 1:2, or 1:3 demonstrate that the student is becoming astrategic reader.

38. What does this running record say about strategy use?

40. For Comprehension After a Running Record:(Reading With Understanding Running Record Sheet) • Ask the student to recall and retell as much of the story as he/she can. • Prompt when necessary. • Ask questions if necessary. • Make a leveling decision to move up, down, or remain on the same reading level.

41. Complete Running Record#1Reading Record

42. Complete Running Record#2Retelling

43. Complete Running Record#3Comprehension Check

44. Three Cueing Systems • Meaning • Structure • Visual • The cueing system is the internal thinking system that goes on in our heads when we strive to get meaning from text. • Maralyn Jaeger Adams, 1998

45. Complete Running RecordReading A-Z

46. Remember The running record is for the teacher. It guides instruction, shows progress, and supports the choice of instructional material and focus for the student. Discourage parents from putting emphasis on the “text” level. Emphasis should be placed on strategies, growth and lots of practice. Teach students how to choose “Just Right” text. Not a focus on “levels” during “free choice” reading. Interest, layout of book, can they read without too many errors or unknown words. Model this process and check for use. If not, struggling readers will choose books to impress and not books suitable for their growth.

47. Assessment Kit Options • Fountas + Pinnell Kit • Rigby Assessment Kit • Reading A-Z • Scholastic Leveled Libraries - can be assembled if you purchase the Scholastic Leveled Library

48. Balanced Lit Website • Ticket out the door-recap • http://www.youtube.com/watch?v=votEntroeLQ&feature=related

49. 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 Northern Lights School Division#113Running Records and Forms From Adams, M. J. (1998). "The Three-Cueing System." In F. Lehr and J. Osborn (Eds.), Literacy For All Issues In Teaching And Learning, pp. 73-99. New York Guilford Press.

50. Thank you for being with us today!