1. RUNNING RECORDS GUIDED READING &

3. © STEPS Professional Development3 THE MULTIDIMENSIONAL MODEL OF READING connecting comparing Reading Strategies synthesising visualising using analogy skimming chunking inferring sounding out predicting consulting a scanning reference re-reading paraphrasing/summarising reading-on self-questioningdetermining importanceadjusting reading rate Activate background knowledge Reading Processes review and clarify new vocab Preview textsset a purposemonitor understandings Adjust misunderstandings identify, extract and recall information reflect on information Three-cueing System Graphophonic SyntacticSemantic purpose Context of the Reading Event Sociocultural Influence author / reader relationshipsituation subject matter

4. SMALL GROUP INSTRUCTIONAL READING Guided reading Readers circle Reciprocal teaching

5. GUIDED READING What do we know? What do we want to know?

6. GUIDED READING Expectations and explicit teaching change for each group The “lowest” children get the “most” guided reading opportunities. The most competent children get the least guided reading opportunities. They do however, get many opportunities to read and engage in reading tasks. Highest need children should have guided reading every day 5 sessions/week x 10 weeks x 4 terms = 200 sessions 1 session/week x 10 weeks x 4 terms = 40 sessions

7. GUIDED READING Before guided reading What does the teacher do? During guided reading What does the teacher do? After guided reading What does the teacher do? Before guided reading What does the child do? During guided reading What does the child do? After guided reading What does the child do?

8. ORIENTATION TO TEXTS

9. Let’s have a go!

10. RUNNING RECORDS What do we know? What do we want to know?

11. SYLLABUS P98 Reading (a) Guided reading – occurs when a student reads a text at between 90% and 95% accuracy with teacher guidance to develop reading strategies. (b) Independent Reading – occurs when a student reads a text with 95% or more accuracy, without assistance.

12. What is the purpose of a running record?

13. RUNNING RECORDS Provide an assessment of text reading. Guide teaching. Assess text difficulty. Capture progress.

14. ASSESSMENT OF TEXT READING If taken in a systematic way RR’s provide evidence of how well a child is learning to direct their knowledge of letters, sounds and words to understanding the message in the text. They are designed to be taken as a child reads orally from any text.

15. THE WOLF AND THE SEVEN LITTLE KIDS Once there was a mother goat Who had seven little kids. One day, she called to her kids. “I have to go out To look for food, “ she said. “Do not open the door While I’m away, Or the wolf will come in And eat you up.       s- several   seven   calls    called           Don’t sc     Do When   While   comes R sc    will  

16. Count the child’s errors and self corrections Think about the things that challenged the child? the substitutions made What made him correct the last substitution? The record provides evidence of the kinds of things that this child can do with the information he can get from the print.

17. RECORDS ARE TAKEN TO GUIDE TEACHING Running records capture what readers said and did while reading continuous text. Having taken the record the teacher can review what happened immediately, leading to a teaching decision on the spot, or at a later time when they plan for the next lesson. The teacher makes judgements on what the reader knows, what he/she attended to and what he/she overlooked.

18. RECORDS ARE TAKEN TO ASSESS TEXT DIFFICULTY A running record is a check on whether students are working on material of appropriate difficulty, neither too difficult or too easy, but offering a suitable level of challenge to the learner.

19. RECORDS ARE TAKEN TO CAPTURE PROGRESS Running records taken at selected intervals can plot a path of progress, from the time a child tries to retell a story from the pictures in a book until the reader has become a silent reader. Through teachers interpretation they make sound judgements about the reader’s progress.

20. TAKING A RUNNING RECORD About three workshop training sessions with a teacher who is very familiar with Running records are recommended for teachers before they begin to use this as an assessment technique. It takes more than self teaching from a manual to achieve a high standard of observing, recording and interpreting. Clay 1993

21. Taking running records should be as relaxed as sharing a book with a child. A classroom teacher should be able to sit down beside a child with a blank sheet of paper and take a running record when the moment is right.

22. TWO THINGS TO AVOID 1.Printed text: there is not enough room on a pre-printed page of text for the teacher to record all the unusual things that can occur. They do not allow all of the children’s behaviours to be recorded. A RR needs to capture all the behaviour that helps us to interpret what the child was probably doing.

23. THE AIM IS THIS: After a running record a teacher should be able to “hear the reading again” when reviewing the record.

24. 2. Tape recording- records sounds and language only no record of observations.

25. LET’S HAVE A GO! Ob Survey training video 3min 40-12.05

26. Running Record Term OverviewClass:Term: Year: Key: E-easyI-InstructionalH-hard 12345678910 John 5E6I Jack 8I 10I Jim 5I 6E Jo 12H 12I

27. Analysing running records M- Did the meaning or the message of the text influence the error? Does it make sense? S- Did the structure of the sentence up to the error influence the response? Does it sound right? V- Did visual information from the print influence any part of the error? Does it look right?

28. BOOK LEVELS WHAT DO THEY MEAN?