Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Assessing and Forming Guided Reading Groups Using Running Records
Transcript of Assessing and Forming Guided Reading Groups Using Running Records
Running Records are one part of a three-part process to place students in instructionally appropriate level texts and determine whether or not students are ready to move up a level.
Source: Reading A-Z
Running Records were developed by Noted researcher Marie Clay.
Peter Johnston (2000) states that running records of oral reading are basically a vehicle for error analysis. For teachers, errors and the reason for the error are the most useful aspect of running records. Having the ability to figure out the reason for the errors will enable you to use your instructional expertise in helping your students.
Video of a Running Record
Purpose of Guided Reading
The Ultimate Goal
To develop independent readers who question, consider alternatives, and make informed choices as they seek meaning. -Margaret Mooney
Reaching the GOAL requires regular assessment!
In the process of completing your initial Running Records, you were scoring for accuracy to basically attain the students' instructional levels.
The goal of analysis seeks to determine
students read one word for another.
Analysis of RR helps to determine patterns of neglect and enables you to gain valuable information to guide instruction.
Why Use Running Records?
Running records allows the teacher to code, score, and analyze a child's
Teachers are afforded more "qualitative" data to inform their instruction.
In essence, the analysis of a running record informs the instructional plans for the student.
Please Note: Data is also collected throughout Balanced Literacy Structures. Formal assessments, as well as observations during literacy experiences, play a critical role in the instructional decisions we make for our students.
Using running records to inform your guided reading instruction
Guided Reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency (Fountas & Pinnell, 2001)
It allows teachers to work with groups of 4-6 students, and students are able to read
of text with support.
The text should be carefully matched to students' needs:
- Too easy = independent (nothing to learn)
- Too hard = frustration (get discouraged)
"Just Right" or Teachable Text
= instructional (success and
learning can take place)
each child to do an initial reading BY THEMSELVES, with the teacher available to monitor progress and provide support
building of reading strategies and independence
for a more formative instructional approach in ELA curriculum
differentiation in reading instruction in many ways.
Brief, in-class individual
Separate from rest of group
Capturing the process as it happens
Enables the teacher to see strategies and the use of cueing systems
Errors and self-correcting behavior
Reading process in action
Application of skills
Strengths and needs
Remember...Running Records allows...
What did you notice about the video?
Take a look at a this running record...
3 Cueing Systems
when the child takes his or her own cue to make sense of the text using story knowledge, information in pictures, and the meaning in a sentence.
is related to the look of the letters and the word itself. Students are using knowledge of beginning sounds, familiar word chunks, and word length.
Structure (S) :
refers to the structure of the language or syntax. Implicit knowledge of if it sounds correct (Reading A-Z).
Let's give it a try!
passage or Miscued Text.
Now let's Analyze!
Use your Analyzing Miscues bookmark or running records handout to help complete your analysis.
Now use Organizing Miscues handout to review the students' miscues.
Then you may use The Three Cueing Systems handout to determine your instructional goals.
Decide how you will group the student(s).
How will you instruct the student(s) in guided reading or strategy groups?
Let's take a look at some examples of miscued text.
95-100%=Independent or Easy
Below 90%= too hard
It enables you to get a better sense of what a child is reading and it enables you to choose more appropriate text for further running records.
Remember to always incorporate a teaching point (TP) and Praise (P).
Connect, Teach, Model, Practice, Coach, and Link!
When analyzing a running record always...
What is "Strategy Grouping"
allows you to focus on one strategy during a brief lesson (just 1!)
you can maximize student understanding and the probability that they will remember and to use the strategy you taught
allows for teaching a skill identified from assessments or reading conferences
allows you the ability to support students with like reading behaviors
multiple texts maybe used
Evaluating the Options...
Remember everyday you should be able to say with conviction: Today I taught and my students learned how to ______.
If you are unable to fill-in the blank, then "Reflect and Refine" your teaching!
plan enables you to hone in and focus on your instruction. Additionally, it enables you to "Name it" for your students
Let's take a look at some Examples of Miscues
(not Mistakes :))
Analysis of the miscues will help inform your students' use of cueing systems as they process text.
Additionally, it is equally important to consider the child's use of the cueing systems in light of the reading process.
The goal is to help the child to use just enough of each source of information to accurately interpret the author's message.