Presented by: Kimberly Shumaker Title 1 PD Coordinator-Elementary Literacy

1. Running Records Presented by:Kimberly ShumakerTitle 1 PD Coordinator-Elementary Literacy

2. Professional Development Goals: • Build background knowledge • Learn how to score a reliable running record • Learn how to interpret a running record

3. What is a running record? • A running record is a specific type of shorthand or code used to record detailed information during reading. Build Background Knowledge

4. “Running records reveal what the reader already knows, attended to, and overlooked.” Marie Clay A running record, “provides the teacher with a playback of an entire oral reading episode, including the smallest details on the reader’s attitude, demeanor, accuracy,and understanding ” (p. 10) Mary Shea

5. Build Background Knowledge • Running records assess how well children can navigate through a text independently. • If running records are done systematically, they provide detailed information on how well students understand letters, sounds, and the meaning of text.

6. The purpose of the running record is to assess: Prior knowledge (letters, sounds, and words) The child’s use of reading strategies What the reader overlooked Text difficulty Reader progress Needs for future instruction Quick Write: Why use running records?

7. Teacher’s Role: to observe child’s reading behaviors while tracking accuracy and errors on separate sheet of paper Child’s Role: to read chosen text independently with minimal assistance from teacher

8. Running Record: How-to Create a comfortable environment for you and the child. Let the child know that you will be writing what they are reading. You can start with a familiar text or a cold read. Record everything that the child does and says. Make note of behaviors as well.

9. Two things to avoid: Photocopied pages from a book Tape recording the child reading

10. Consistency and standard procedures are key!

11. Teachers must have a common standard for: Taking records Describing what they observe Calculating scores Interpreting what they observed

12. Conventions for Recording Mark every word with a tick (or check) Group Practice (T/S/O) Record an incorrect response above the correct word. home on the hill. I saw a house

13. If a child tries several times to read a word, record all trials. If a child corrects an error, record it as a self-correction. Record as no error. T/S/O 1 error Child self-corrected, but didn’t read the correct word. h... | here | his h...ho No error Child self-corrected and read the correct word. home house where | when | SC were

14. If the reader omits a word. Record it this way. or 6. If the reader inserts a word, record it like this: or ___ O were were Both of these result in an error. were were ____

15. An appeal for help is marked with a capital A. Say, “You try it.” If a child is stuck and knows that they made an error, but they are unable to self-correct and move on, you can tell them the word. (T/S/O) --- | A home home house | T

16. Sometimes children get so lost that they can’t seem to find their way out. If you find that this is the case, say, “Try that again.” Then, start that section over. | look | said | | people One error Susan | went | with | the | principal TTA | said | | that SC | Susan | went | with | the | principal

17. Repetition is not counted as an error. Usually children repeat in order to confirm a previous attempt. Mark the running record with a capital R and use “a hug” if it is a phrase or sentence. (T/S/O) | R | | | p…pr…SC R Susan | went | with | the | principal

18. splitting words into parts Other reading behaviors… sounding out letters pausing

19. Directionality • Notice how the child is attacking the text. • Make notes on the running record. • Left to Right L R • Right to Left R L • Snaking • Bottom to Top

20. Assessment & Comprehension • Comprehension can vary greatly • depending on the level of the text. • When teachers ask different • questions about the text, the • validity is compromised.

21. Scoring Errors and Self-Corrections Count any correct or corrected words. There is no penalty for words that are eventually correct. Insertionsadd errors. A child could have more errors than there are words on a line. The lowest score on a page is zero. Omissionscount as one error. If the student skips a page, it is not counted as errors. The number of words on those pages will be deducted from the total number of words before you complete the scoring process.

22. Scoring Errors and Self-Corrections Repeatederrors-If a child makes an error (bag for bug) and substitutes the word repeatedly, it counts as an error every time. If it is a proper noun, it only counts once. Multiple errors & self-correction -If a child makes multiple errors and self corrects all of them, score as a self-correction (SC). Broken Words - This is counted as an error of pronunciation. It is not counted as a reading error unless the child says a totally different word. Dialect is not counted as an error. (pitcher for picture or gonna for going to)

23. Inventions – If a child “invents” a page, the scoring breaks down. • TTA - This counts as one error and only the second attempt is scored. • Fewest errors - Score in a manner that gives the fewest errors. • Additional Tips • Don’t try to analyze omissions and insertions. • When analyzing, consider the sentence leading up to and including the error.

24. Recap

25. Vocabulary Activity: The Silent Shuffle You have 3 minutes to find the match to your vocabulary word or definition.

26. Let’s Practice! • http://www.youtube.com/watch?v=mVgGIbNHOb4&p=FC2DC18916C8664E&index=10&feature=BF • http://www.youtube.com/watch?v=4eW_u496T2s&feature=related • http://www.youtube.com/watch?v=N83_eZVYbvE&NR=1

27. Calculating Scores Step 1: Count the words in the text (excluding the title). Step 2: Count the number of errors. Step 3: Calculate the Error Ratio. Errors (round up) 1: ___ Running Words 15 10 Ratio= 1:10 150

28. Scoring Step 4: Calculate the Accuracy Rate. 100 – Errors X 100 Running Words 1 Step 5: Calculate the Self-Correction Ratio SC 1: ___ Errors + SC 100 – 15 x 100 = 90% 150 1 5 SC Ratio: 1:4 15 + 5

29. Levels of Text Difficulty Easy 95%-100% Instructional 90%-94% Hard 80%-89%

30. Interpreting the Running Record Meaning Did the meaning or the messages of the text influence the error? (semantic) Structure Did the structure (syntax) of the sentence up the error influence the response? Visual Did the visual information from the print influence any part of the error? (graphophonetic)

31. Prior knowledge Story Sense Text Illustrations • Print conventions • Directionality • Words/spaces • Letters • Punctuation • Beginnings/endings • Analogies • Sounds and Symbols • Natural language • Knowledge of • English • Grammatical • patterns and • language • structures Three Reading Cueing Systems www1.rcas.org/literacy/pdfs/assessmenthandout.pdf

32. Let’s practice one together!

33. Analysis Activity Examine the running record at your table. Complete the following: Score the running record Determine the Level: Easy, Instructional, Independent Conduct an M, S, V analysis. What does this child need?

34. Homework: Complete a running record on at least 3 students in your class.

35. All information in this presentation came from the following sources: Running Records by Marie Clay (2000) Taking Running Records by Mary Shea, PhD (2000)

36. Questions and Answers