Presentation on theme: "Running Records Guided Reading, Good First Teaching for All Children, Fountas & Pinnell."— Presentation transcript:
Running Records Guided Reading, Good First Teaching for All Children, Fountas & Pinnell
Running Records Are tools for assessing reading behaviors. Are used when students read aloud. Are able to be analyzed for meaning, language structure, and visual (phonic) cues.
Uses of Running Records To place children in appropriate texts. To note reading behaviors the child knows and what (s)he needs to learn next. To keep a record of change over time. To make critical decisions about a child.
Interpreting Running Records Does the child read from left to right, top to bottom, and return sweep? Does the child use background knowledge? Does the child self-correct? Does the child use language structure? Does the child search for meaning? Does the child take risks?
The Three Reading Cue Systems Meaning – Does it make sense? Structure – Does it sound right? Visual – Does it look right?
Taking a Running Record Sit next to the child while he reads the text. Code the behaviors on a separate form or blank piece of paper. Tell him the word if he is stuck on a word.
Coding a Running Record Make a check mark for each word read accurately. Record mismatches with a line; write children’s behaviors above the line and text information below the line. Examine the Conventions sheet for coding.
Scoring Running Records Substitutions count as one error. Multiple attempts at a word count as one error. Omissions, insertions, and “tolds” count as one error. Repetitions are not errors. Self-corrections are not errors.
Accuracy and Self-Correction Rates Subtract the number of errors from total words. Divide by the number of words and multiply by 100 to get the accuracy rate. For self-correction rate, add the number of errors and self-corrections and divide by the number of self-corrections.
Reading Levels 95-99% easy text - independent level 90-94% instructional text and level Below 90% - difficult text and level
Analysis Analyze the cues to determine the strategies the reader used and what must be taught next. Questions to ask: – Does the reader use cues in relation to one another? – Does the reader search for more information to self-correct?
Practice The next step is to practice taking a running record. Be sure to notice what the child is doing during reading.