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Running Records: A Record of Oral Reading. Running Record Common Standards. Format and conventions Based on what you observed Calculating /scoring Interpreting or analyzing . Why do a Running Record/ Record of Oral Reading?. Summarize a reader’s understanding of written language
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Running Record Common Standards Format and conventions Based on what you observed Calculating /scoring Interpreting or analyzing
Why do a Running Record/ Record of Oral Reading? • Summarize a reader’s understanding of written language • Identify student’s strengths and weaknesses • Identify a reading level • Monitor student’s progress • Pinpoint and make decisions about grouping and teaching
Accurate reading is recorded with a check mark for each correct word. The dog ran down the street. No Errors Accurate Reading
Substitutions are recorded with what the reader says on top and the correct word on the bottom. cat dog The dog ran down the street. Substitution = 1 Error Substitutions
Repetitions Repetitions are a recording of words or phrases repeated. A line is drawn above what is repeated with the letter “R” placed at the point where the child stopped to go back and repeat. __________ R The dog ran down the street. No Error
Self Corrections Self corrections occur when a previous error is correct. This is written as SC (self-correction). cat |SC dog| The dog ran down the street. No Error
Omissions If no response is given to a word, it is recorded with a dash over the word omitted. - down The dog ran down the street. Omission=1 Error
Insertions If an extra response is given, it is record over a dash. big - The dog ran down the street. Insertions=1 Error
Told If the child balks, unable to proceed because he is aware he has made an error or cannot not attempt, he is told the word-written T. dig | or - | down | T ran | T The dog ran down the street. Told = 1 Error
Appeals An appeal for help from the child is turned back to the child for further effort before using T. (say “try it”) - | A| or - | A| run down| | T ran | | The dog ran down the street. Appeal = 1 Error if wrong answer or T given
Try That Again Sometimes the child gets into a state of confusion and it is necessary to assist. Put brackets around the first words that caused confusion and , enter the TTA, then begin a fresh record of the problem text. Then rundustthat TTA =1 Error The ran down the run ran The dog ran down the street. One Error
Sounding Out Sometimes students decode words in ways that are not natural or fluent. d/o/g The dog ran down the street.
Reversals Sometimes kids read words and in the process reverse the words. The god ran down the street. dog This is counted as an error
Practice Running Records… • Group practice: Item • Group Practice 2: Item 9 • Group Practice 3: All conventions
Analyzing errors and Self-corrections • Consider the behavior up to the point of error • Self-corrections –what did the student use to automatically correct the error • Analyze errors first and then the self-correction • What did the student use: meaning, syntax or visual information
Sources of information • Meaning/Semantics • Uses pictures or illustrations • Background knowledge • At word, phrase sentence level • Structure/Syntax • Does it sound right/could you say that way • Tense agreement • Story structures • Visual • Does it look right? • Used initial, medial, end • Clusters, chunks • One to one
Time to Analyze our Records! Whole Group and Partner work
Data is Key…. You cannot personalize learning without data. Phil Stubbs