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1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.

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Presentation on theme: "1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups."— Presentation transcript:

1 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.

2 2 Your Presenters Julie Baker, Houston ’09, Kansas City MTLD LS at Hamilton and & Robertson Angelica Leveroni, Rio Grande Valley 2007 LS at Hale, McLain, & Rogers

3 1 What is a reading level? Why does it matter? 2 Why do we use Running Records? 3 Steps to Administering a TC Running Record Agenda 4 CM 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 Objectives Identify 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 + comprehension Some examples:  Flesch Kincaid scores (Microsoft Word)  DRA levels  Lexiles  Fountas & 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. Flexible (ability) grouping

8 From where does the approximation come? For kids: “Trial and error”  Decoding  Fluency  Comprehension For texts: Complexity of…  Vocabulary  Sentence structure  Sentence 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 + comprehension Limitations: Subjectivity

10 This is not an exact science. …but it will be invaluable to your work.

11 11 5 Steps to Administering Running Records 1.Find a starting point. 2.Gather materials. 3.Assess oral reading. 4.Assess comprehension. 5.Calculate final score to determine whether text is at independent level.

12 12 Step 1: Find a Starting Point The San Diego Quick (SDQ) Start at pre-primer Check off words that are correct Record errors Stop the students when he/she misses 3 words in a grade level Choose the lowest letter from that grade level to start your Running Records

13 13 Snapshot: San Diego Quick

14 14 San Diego Quick: Ms. Bisso & Scarlett Where does she make three mistakes? Where would we start her Running Records?

15 15 Step 2: Gather Materials Start with the lowest letter for the grade level you determined on the San Diego Quick Scarlett  3 rd grade Use your Reading Level Correlation Chart

16 16 Step 2: Gather Materials For Student Student text Level N For Teacher Teacher text and scoring forms for Level N Teacher text and scoring forms for level below and above Sample responses for comprehension questions

17 17 Step 3: Assess Oral Reading Fluency Student reads first 100 words aloud Teacher times student and notes miscues on scoring form

18 18 Miscues that count as errorsMiscues that don’t count as errors Substitutions sitting at the small back (black) table Mispronunciations Severely  severly Omissions a boy can hatch a plan Insertions Pete flew ^right^ in through the door Reversals So dumbfounded and startled Teacher prompts Self-corrections Repetition Short Pauses

19 19 Step 3: Scoring Oral Reading Fluency Record accuracy rate # of miscue errors 100 Determine fluency score Rubric: 4 categories 93% accuracy rate 2 on the Fluency Rubric

20 20 Step 4: Assess Comprehension Student finishes reading the rest of the text silently Student gives an oral retelling of the passage Can prompt if necessary, but make note of this Use Retelling Rubric to rate Student answers 4 comprehension questions orally 2 literal questions 2 inferential questions 2 on Retelling Rubric 2/4 comprehension questions correct

21 21 Step 5: Final Score Sheet Note – This score sheet assesses for your student’s independent level.

22 22 CM Practice Handouts you will need for this portion - Blank San Diego Quick - Running Record N - Sample Student Response N

23 23 Practice: San Diego Quick Based on the San Diego Quick results, what running record level should we start assessing her at? Grade 3 Level N

24 24 Practice: Oral Reading Fluency What was her accuracy rate? How would you rate her on the fluency scale? 98% accuracy 4 on Fluency Rubric

25 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 Rubric 3 out of 4 questions

26 26 Practice: Final Score & Next Steps Calculate final score. Next steps? Independent at Level N Continue testing until she is no longer independent

27 27 When kids start behind, they stay behind.

28 28 Contact Info Julie Baker, LS at Hamilton & Robertson Angelica Leveroni, LS at Hale, McLain, & Rogers ments/reading-assessments.html OR Google “Teacher’s College Reading Assessments”


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