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Running Records Guided Reading, Good First Teaching for All Children, Fountas & Pinnell.

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Presentation on theme: "Running Records Guided Reading, Good First Teaching for All Children, Fountas & Pinnell."— Presentation transcript:

1 Running Records Guided Reading, Good First Teaching for All Children, Fountas & Pinnell

2 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.

3 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.

4 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?

5 The Three Reading Cue Systems Meaning – Does it make sense? Structure – Does it sound right? Visual – Does it look right?

6 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.

7 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.

8 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.

9 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.

10 Reading Levels 95-99% easy text - independent level 90-94% instructional text and level Below 90% - difficult text and level

11 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?

12 Practice The next step is to practice taking a running record. Be sure to notice what the child is doing during reading.


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