Presentation on theme: "Please sit with your CMA groups."— Presentation transcript:
1 Please sit with your CMA groups. Administering the Teacher’s College Running Records Assessment 2012 Tulsa InstitutePlease sit with your CMA groups.
2 Your Presenters Julie Baker, Houston ’09, Kansas City MTLD LS at Hamilton and & RobertsonAngelica Leveroni, Rio Grande Valley 2007LS at Hale, McLain, & Rogers
3 1 2 3 4 Agenda What is a reading level? Why does it matter? Why do we use Running Records?3Steps to Administering a TC Running Record4CM Practice
4 Tough Facts.Of children who live below the poverty line for at least a year during their K-12 education and are not reading proficiently by third grade, more than a quarter never finish high school. The rate is highest for low-income African-American and Hispanic students, at 31% and 33% respectively.On average, African-American and Hispanic 12th graders in the US read at the same level as Caucasian 8th graders.Roughly 35% of low-income high school graduates are not ready to succeed in an introductory level college writing course.
5 Tonight’s ObjectivesIdentify the components of a student’s reading level and explain the significance of this information to targeted, goal-driven reading instruction and long-range growth.Identify the purpose and components of a Running Records reading assessment and be prepared to administer and score an assessment for their own students.
6 What is a Reading Level? Grade level approximation Decoding + comprehensionSome examples:Flesch Kincaid scores (Microsoft Word)DRA levelsLexilesFountas & Pinnell
7 Why do we test for a reading level? Select developmentally appropriate texts.“Frustration level” texts: Kids make frequent errors; teacher should read these aloud.“Instructional level” texts: Kids have some foundational knowledge but require direct instruction.“Independent level” texts: Kids read & understand on their own.Set clear, meaningful goals & benchmarks.< 90% accuracy = Frustration90-95% accuracy = Instructional>95% accuracy = IndependentFlexible (ability) grouping
8 From where does the approximation come? For kids: “Trial and error”DecodingFluencyComprehensionFor texts: Complexity of…VocabularySentence structureSentence variety
9 The Facts: Running Records Purpose: determine student’s ability to read and comprehend text at a given level.Outcome: Fountas & Pinnel score (A-Z)Process: Find a ceiling.: Fluency + comprehensionLimitations: Subjectivity
10 This is not an exact science. …but it will be invaluable to your work.
11 5 Steps to Administering Running Records Find a starting point.Gather materials.Assess oral reading.Assess comprehension.Calculate final score to determine whether text is at independent level.
12 Step 1: Find a Starting Point The San Diego Quick (SDQ)Start at pre-primerCheck off words that are correctRecord errorsStop the students when he/she misses 3 words in a grade levelChoose the lowest letter from that grade level to start your Running Records
14 San Diego Quick: Ms. Bisso & Scarlett Where does she make three mistakes?Where would we start her Running Records?VIDEO LINK:
15 Step 2: Gather Materials Start with the lowest letter for the grade level you determined on the San Diego QuickScarlett 3rd gradeUse your Reading Level Correlation Chart
16 Step 2: Gather Materials For StudentStudent text Level NFor TeacherTeacher text and scoring forms for Level NTeacher text and scoring forms for level below and aboveSample responses for comprehension questions
17 Step 3: Assess Oral Reading Fluency Student reads first 100 words aloudTeacher times student and notes miscues on scoring form
18 Miscues that count as errors Miscues that don’t count as errors Substitutionssitting at the small back (black) tableMispronunciationsSeverely severlyOmissionsa boy can hatch a planInsertionsPete flew ^right^ in through the doorReversalsSo dumbfounded and startledTeacher promptsSelf-correctionsRepetitionShort Pauses
19 Step 3: Scoring Oral Reading Fluency Record accuracy rate100 - # of miscue errors100Determine fluency scoreRubric: 4 categories93% accuracy rate2 on the Fluency Rubric
20 Step 4: Assess Comprehension Student finishes reading the rest of the text silentlyStudent gives an oral retelling of the passageCan prompt if necessary, but make note of thisUse Retelling Rubric to rateStudent answers 4 comprehension questions orally2 literal questions2 inferential questions2 on Retelling Rubric2/4 comprehension questions correct
21 Step 5: Final Score Sheet Note – This score sheet assesses for your student’s independent level.
22 CM Practice Handouts you will need for this portion - Blank San Diego Quick- Running Record N- Sample Student Response N
23 Practice: San Diego Quick Based on the San Diego Quick results, what running record level should we start assessing her at?Grade 3Level N
24 Practice: Oral Reading Fluency What was her accuracy rate?How would you rate her on the fluency scale?98% accuracy4 on Fluency Rubric
25 Practice: Comprehension Assessment How would you rate her on the Retelling Rubric?.How many comprehension questions would you give her credit for?4 on Retelling Rubric3 out of 4 questions
26 Practice: Final Score & Next Steps Calculate final score.Next steps?Independent at Level NContinue testing until she is no longer independent
27 When kids start behind, they stay behind. The buck stops here.
28 Contact InfoJulie Baker,LS at Hamilton & RobertsonAngelica Leveroni,LS at Hale, McLain, & RogersORGoogle “Teacher’s College Reading Assessments”