RUNNING RECORDS

GUIDED READING &

Literacy Block Guide Lines

A

ss

ess

me

nt

an

d F

eed

ba

ck

Shared Reading (Explicit Teaching)

T

alk

ing

an

d L

iste

nin

g

Task Board

Small group Instructional Reading

Independent/interdependent Tasks

Learning Circle: (Time for further explicit teaching)

Modelled Writing

Small group Instructional Writing

Independent Writing

© STEPS Professional Development 3

THE MULTIDIMENSIONAL MODEL OF READING

connecting comparing Reading Strategies synthesising

visualising using analogy

skimming chunking

inferringsounding out

predicting consulting a

scanning reference

re-readingparaphrasing/summarising reading-on

self-questioning determining importance adjusting reading rate

Activate background knowledge Reading Processes review and clarify new vocab

Preview texts set a purpose monitor 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 relationship situation subject matter

SMALL GROUP INSTRUCTIONAL READING

• Guided reading• Readers circle• Reciprocal teaching

GUIDED READING

What do we know?What do we want to

know?

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 day5 sessions/week x 10 weeks x 4 terms = 200

sessions1 session/week x 10 weeks x 4 terms = 40 sessions

GUIDED READING

• Before guided readingWhat does the teacher do?

• During guided reading What does the teacher do?

• After guided readingWhat does the teacher do?

Before guided reading What does the child do?

During guided reading What does

the child do?

After guided readingWhat does the child

do?

ORIENTATION TO TEXTS

Let’s have a go!

RUNNING RECORDS

What do we know?What do we want to

know?

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.

What is the purpose of a running record?

RUNNING RECORDS

• Provide an assessment of text reading.• Guide teaching.• Assess text difficulty.• Capture progress.

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.

THE WOLF AND THE SEVEN LITTLE KIDS

Once there was a mother goatWho had seven little kids.

One day, she called to her kids.

“I have to go outTo 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 DoWhen While

comes R sc will

• 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.

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.

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.

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.

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

• 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.

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.

THE AIM IS THIS:

• After a running record a teacher should be able to “hear the reading again” when reviewing the record.

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

LET’S HAVE A GO!

• Ob Survey training video 3min 40-12.05

Running Record Term Overview Class: Term: Year:

Key: E-easy I-Instructional H-hard

  1 2 3 4 5 6 7 8 9 10John   5E 6I              

Jack 8I     10I            Jim   5I     6E          Jo     12H   12I                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

 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?

BOOK LEVELS WHAT DO THEY MEAN?