Rigby Refresher Training Presented By: Ms. Eutsey Date: Monday, November 30th, 2015 Time- 2:15 p.m-3:00 p.m.

Rigby Refresher Agenda What Do You Know About Rigby’s? KAHOOT! Purpose of Giving Rigby Running Records Assessment Guidelines for Taking the Assessment Record/Leveling Guidelines RIGBY DEMONSTRATION/MSV CODING PRACTICE Next Steps Running Record Class Summary: Teaching Targets Next Steps: Teaching Targets Class Summary for Guided Reading OPEN FLOOR

What’s the Purpose of a RIGBY? Running records help teachers measure students' progress, plan for future instruction, provide a way for students to understand their progress, and communicate progress to parents and the school community (TeacherVision).

RIGBY GUIDELINES Identify an appropriate starting level for your student. Sit at a table or desk in a quiet area where the student sits beside you with the book. Record the student’s name, age, and date on the Reading Record Sheet. Make sure the student is comfortable and explain what you are doing and why.

RIGBY REFRESHER “RETELLING” Introduce the selected text by reading the title and discussing the cover (Read the Introduction Sentence above the text). For students reading from levels 1-8 say: “I’d like you to look at the pictures and read the words as much as you can to yourself” Then tell me about the story”.

RIGBY REFRESHER “RETELLING” For students reading from levels 9-30 say: First read the story to yourself, and then you can tell me about it”. If the student asks for assistance say: “I’d like to read the story to yourself and then tell me about it”. When the student has completed reading the text say: “Tell me what happened in the book”.

RIGBY REFRESHER Look at the first page of the Assessment Record and analyze the student’s retelling. If the student shows an in-depth understanding of the text, DO NOT TAKE A RUNNING RECORD. Instead, repeat the above procedures with the next higher text. If the student is unable to retell the story, even with teacher prompts, repeat at the next below level.

RIGBY REFRESHER If the above procedures indicates that this is the correct reading level for the student, proceed with the read aloud running record. Turn to the Reading Record Sheet and say: “Now I would like you to read the book to me”. Record what the student says and does on the Reading Record Sheet.

IS THAT AN ERROR? IF THE STUDENT SELF-CORRECTS AN ERROR, IS IT CONSIDERED AN ERROR? (NO ERROR) IF THE STUDENT LEAVES OUT A WORD, OR NO RESPONSE IS THAT CONSIDERED AN ERROR? (ERROR) IF THE WORD(S) ARE READ CORRECTLY IS IT CONSIDERED AN ERROR? (NO ERROR) IF THE WORD IS “SAID” AND THE STUDENT SAYS, “IS” IS THAT CONSIDERED AN ERROR? (ERROR)

IS THAT AN ERROR? IF THE WORD(S) “IS” IS INSERTED FOR “IT” CONSIDERED AN ERROR? (ERROR) IF THE WORD IS TOLD BY THE TEACHER IS THAT CONSIDERED AN ERROR? IF THE STUDENT IS UNABLE TO SAY THE WORD IS THAT AN ERROR? (ERROR) IF THE STUDENT APPEARS CONFUSED, WHAT DO YOU SAY? (TRY THAT AGAIN)

IS THAT AN ERROR PRACTICE? IF THE WORD IS REPEATED, IS THAT CONSIDERED AN ERROR? (NO ERROR) IF THE STUDENT WANTS OR NEEDS YOUR HELP, WHAT DO YOU SAY? (YOU TRY IT)

RUNNING RECORD FORMULAS HOW TO FIND THE STUDENT’S ACCURACY LEVEL RUNNING WORDS-ERRORS RUNNING WORDS =ACCURACY LEVEL (rw)133-(e)14= 119 ACCURACY RATE – 89% (rw)133 133 95%-100%: INDEPENDENT RATE (EASY) 90%-94%: INSTRUCTIONAL RATE 89%-LESS: FRUSTRATION (HARD)

RUNNING RECORD FORMULAS HOW TO FIND THE STUDENT’S ERROR RATE ERROR RATE= RUNNING WORDS ERRORS ER=119 =14.875 8 MEANS THE CHILD MADE 1 ERROR OUT OF EVERY 15 WORDS

RUNNING RECORD FORMULAS HOW TO FIND THE STUDENT’S SELF- CORRECTION RATE SELF CORRECTION RATE= ERRORS+SELF CORRECTION SELF CORRECTION 8+4=12=3 4 4 1 1:3 MEANS THE CHILD SELF CORRECTS 1 OUT OF EVERY THREE ERRORS

RIGBY LEVELING GUIDE 96% OR HIGHER ON WORD READING ACCURACY AND ALL CORRECT ON COMPREHENSION QUESTIONS. CRITERIA FOR INDEPENDENT LEVEL (BOOKS THAT SHOULD BE IN THEIR INDIVDUALIZED BOOK BOXES.)

RIGBY LEVELING GUIDE 90%-95% ON WORD READING ACCURACY AND ALL CORRECT OR ONE WRONG ON THE COMPREHENSION QUESTIONS OR 96% OR HIGHER ON WORD READING ACCURACY AND ONE COMPREHENSION QUESTION WRONG CRITERIA FOR INSTRUCTIONAL LEVEL (INSTRUCTION BEGINS, SMALL GUIDED READING GROUPS-LEVELED READERS)

RIGBY LEVELING GUIDE 89% OR LESS ON WORD READING ACCURACY, REGARDLESS OF WHAT THEY GET ON THE COMPREHENSION QUESTIONS OR 90% OR HIGHER ON THE WORD READING ACCURACY AND TWO OR MORE WRONG ON THE COMPREHENSION QUESTIONS CRITERIA FOR FRUSTRATION LEVEL (WHERE READING FRUSTRATION BEGINS, STRESS LEVEL IS HIGHER)

RIGBY PRACTICE https://www.youtube.com/watch?v=vJWtag6a8CM

WAS YOUR Group’s READING RECORD ACCURATE OR INACCURATE? PRACTICE-DISCUSS DAVID’S READING RECORD WITH YOUR GROUP. WAS YOUR Group’s READING RECORD ACCURATE OR INACCURATE?

CODING FOR MSV M FOR MEANING S FOR THE STRUCTURE OF THE SENTENCE V FOR SOURCES OF VISUAL INFORMATION M IF THE STUDENT WAS TRYING TO USE MEANING FOR EXAMPLE: THE WHEEL ROLLED INTO THE WATER. (RIVER) THE STUDENT IS USING MEANING MSV S IF THE STUDENT WAS TRYING TO USE LANGUAGE STRUCTURE FOR EXAMPLE: THE (ROUND) WHEEL ROLLED INTO THE WATER. INSERTION MISCUE: ROUND THE STUDENT IS USING LANGUAGE STRUCTURE. V IF THE STUDENT WAS TRYING TO USE VISUAL CUES FOR EXAMPLE: THE WHEEL ROLLED (RAN) INTO THE WATER. MISCUE: RAN THE STUDENT IS LOOKING AT VISUAL CUES.

Miscue Analysis Demonstration http://app.brainshark.com/browardschools/runningrecords3of3?&r3f1=:

What’s Next?? Running Record Class Summary After finding the (3) RIGBY levels, complete the Running Records Class Summary Sheet by recording your students (3) Rigby Levels After analyzing the class running records, select (3) teaching targets for your students.

What’s NEXT?? Teaching Target Class Summary Make your small reading groups based on the Reading Group Class Summary Sheet. Determine which students needs the same teaching targets and that will be your small guided group for that teaching target.

Small Guided Reading Groups Directions: Look at the class “Ima Superstar on the Running Record Class Summary. Place Ima Superstar’s students into their appropriate small guided reading groups by organizing them by their teaching targets.

OPEN FLOOR!!! & THANK YOU!!