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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.

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Presentation on theme: "Running Records: A Record of Oral Reading. Running Record Common Standards Format and conventions Based on what you observed Calculating /scoring Interpreting."— Presentation transcript:

1 Running Records: A Record of Oral Reading

2 Running Record Common Standards Format and conventions Based on what you observed Calculating /scoring Interpreting or analyzing

3 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

4 Accurate Reading Accurate reading is recorded with a check mark for each correct word.       The dog ran down the street. No Errors

5 Substitutions 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

6 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

7 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

8 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

9 Insertions If an extra response is given, it is record over a dash.      big  - The dog ran down the street. Insertions=1 Error

10 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 Told

11 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

12 Try That Again S ometimes 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  run dust that   TTA=1 Error The ran down the   run    ran The dog ran down the street. One Error

13 Sometimes students decode words in ways that are not natural or fluent.  d/o/g     The dog ran down the street. Sounding Out

14 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

15 Let’s Practice doing a Running Record

16 Quick Tips for Oral Reading SubstitutionError RepetitionNot an error Self-correctionNot an error OmissionError InsertionError ReversalError Sounding Out**Error if sounded out incorrectly Teacher Told WordError Long PausesNot an error NamesError only once Recording FluencyNot an error

17 Practice Running Records… Group practice: Item Group Practice 2: Item 9 Group Practice 3: All conventions

18 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

19 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

20 Time to Analyze our Records! Whole Group and Partner work

21 Data is Key…. Data is Key…. You cannot personalize learning without data. Phil Stubbs


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