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Materials Needed

All three topics go hand-in-hand. Semantic and syntactic cues need to be understood to properly conduct a running record.

  • Blank sheet of paper or blank running record sheet
  • Pencil
  • The carefully selected text

Semantic Cues

Reading Behaviors-What to Record?

  • Also referred to as meaning or context clues
  • Helps students comprehend texts, words, speech, signs, symbols, etc.
  • By looking at the text and pictures, students think about what they already know about a topic to figure out a word they do not know.
  • Words read as expected
  • Errors (omission, substitution, insertion)
  • Asking for help
  • Repeating words
  • Self-correction
  • Multiple attempts

Identifying Cuing Systems

  • If the student makes an error while reading, the teacher would begin by writing the letters M (for meaning), S (for syntax), and V (for visual) in the column for errors on the running records sheet.
  • Meaning: Did the meaning have an impact on the child's reading?
  • Pictures and information
  • Syntax: Did the child read the sentence in a grammatical and linguistically reasonable manner?
  • Visual: What did the word look like?

Analyzing the Running Record

  • By doing some simple calculations from your running record, you can not only get a better sense of how well the child is reading but select more appropriate texts for further running records. It is important to calculate:
  • Error ratio
  • Accuracy rate
  • Self-correction ratio

Example: When reading a story about cats, good readers develop the expectation that the story will contain words associated with cats (tail, purr, whisker). When reading a sentence such as, "My cat likes to ______", students should be able to use their knowledge to come up with an answer such as scratch, play or jump.

Your Turn!

A Fishy Story

taught

On Monday I dreamed I caught a fish.

duck

It was as big as a bird. (semantic, meaning)

Thursday taught

On Tuesday I dreamed I caught a fish.

It was as big as a cat.

taught

On Wednesday I dreamed I caught a fish.

It was as big as a dog.

taught

On Thursday I dreamed I caught a fish.

It was as big as a man.

taught

On Friday I dreamed I caught a fish.

It was as big as a horse.

On Saturday I dreamed I caught a fish.

It was as big as a whale.

On Sunday I really went fishing.

taught

I caught a little, tiny fish.

References

  • http://www.youtube.com
  • http://www.eduplace.com/rdg/res/teach/rec.html
  • http://www.hpedsb.on.ca/ec/services/cst/elementary/literacy/documents/ThreeCueingSystems-detail.pdf
  • http://literacyconnects.org/img/2013/03/Phonemic-Semantic-Clues-Handout.pdf

What are running records, semantic cues, and syntactic

cues?

Syntactic Cues

Running Records/Semantic Cues/Syntactic Cues

By Emma Harris

Teaching Semantic Cues

  • Involves word order, rules and patterns of language (grammar), and punctuation
  • Making sense of the actual words in the sentence
  • Cues come from the student's knowledge of correct oral language structures

Example: Going back to the cat sentence, students will be able to look at the sentence and determine that the missing word must be a verb.

"My cat likes to _________."

Teaching Syntactic Cues

Running Records

Text Selection

  • A tool that teachers use to identify patterns in student reading behaviors
  • These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole
  • Students read from a benchmark book while the teacher assesses the performance
  • Usually taken during early stages of reading
  • Early Emergent readers need to take a running record every 2 to 4 weeks.
  • Fluent readers: 8 to 10 weeks
  • Should challenge a student sufficiently
  • hard enough to make some errors
  • not too hard that the student becomes frustrated
  • known as the instructional level
  • At this level, students can extend their cuing systems
  • Keep the students' interests in mind for motivation
  • Reading unfamiliar books has more accurate results
  • Controversial: Should students be able to pick their own text?
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