1. Running Records 201 Britt Humphries, EdS. Literacy Instructional Facilitator Fort Smith Public Schools brittsliteracyworkshops.pbworks.com

2. Objectives n Quick review running records/accuracy checks (this is why it’s 201 instead of 101) n Running record analysis n Prompting n Teaching points

3. Accuracy Checks n What’s an accuracy check? –Teacher marks correct and incorrect reading –Figures percentage correct n What information does it give you? –Reading level n Easy, Instructional, Too hard –Fluency rate if timed

4. Error Ratio % Acc. 1:251:201:17969594

5. Running Record n Record of oral reading n Accuracy level n Fluency if timed n Analyzed for what miscues/mistakes n Analyzed for strengths n Note comprehension and observations

6. Strengths n What reading behaviors does the student have control of? n See Marie Clay’s An Observation Survey n Let’s practice!

7. Analyzing Mistakes n What are they paying attention to or not paying attention to when reading? n Three Big Areas –Meaning n Does what they said make sense in the story? –Structure n Does what they said fit standard English? –Visual n Are they paying attention to the letters in the word? n (Also punctuation!)

9. Meaning n Does what they said make sense in the context of the story? n Example √ goed √ √ √ We went to the store.

10. Structure n Does what they said fit standard English? n Example √ √ √ pig. I like my pumpkin

11. Visual n Does what they said have similar letter sound match? n Look carefully at this –Sometimes they don’t look all the way through the word –Sometimes they aren’t looking left to right –Sometimes they aren’t looking right to left either n Example √ √ √ √ √ sop. We can make a vegetable soup.

12. So now what? n Knowing all this information about a child will help! n It influences how you prompt the child –Marie Clay –Differentiation –Remember to make them do the work n It influences your teaching points

13. Putting it all together n Let’s practice!! n What does this child have under control? n What kinds of mistakes he make? n How would we prompt the child? n What might be a teaching point?

15. Questions and Comments http://brittsliteacyworkshops.pbworks.com

16. Meaning: "You said ________________. Does that make sense?" "What is another word that would make sense here?" "Check the picture." "Think about the story. Re-read and take a guess.“ Structure: "You said _ ____. Does that sound right?" "Can you say that another way?" "What is another word that may fit here?“ Visual: "You said ______, say ______ slowly. What do you hear at the beginning of _______? Does _____ start with _____? No, so it can't be ________." " You said _______. Something does not look right. Try that again." "You almost got that page right. There is something wrong with this line. See if you can find what is wrong." "There is a tricky part here. Can you find it?' "Could that be______?" "Take a closer look at_____________." "How did you know this word was________?" "Does this look like a word that you have seen before?" -Adapted from Innovative Educators 2/96. goed pig