Researching Readers Teaching Readers Becoming Comfortable With Running
Researching Readers, Teaching Readers: Becoming Comfortable With Running Records Led by Dottie Price and Aysen Dogan Accelerated Literacy Learning
Opening discussion: • How is a teacher like a scientist?
Running Records and You • Please add your red dot to the chart to make a graph of your familiarity with running records.
History • Marie Clay, the creator of Reading Recovery, developed the running record as an assessment which documents a student’s reading at a moment in time. The teacher is a scientist focusing on the details of reading behaviors, gathering data first and then analyzing it. • Fountas and Pinnell developed a benchmark assessment system using running records and leveled texts. It is widely used.
Uses of Running Records • To determine appropriate text levels for independent reading and for instruction • To determine if a text is at a frustration level for a student and counterproductive for that student to be spending time with • To show growth over time, given BOY, MOY, and EOY • To inform teaching throughout the school year
Frustration Level: 90% • Space-Age Laboratory • Imagine an enormous laboratory as long as a xxxx field and weighing almost one xxxxxx pounds. Now imagine this gigantic laboratory floating in xxxxx. Scientists and others from all over the world would be able to live there— for months, or maybe even years, at a time—before returning to Earth. Because environmental xxxxx in space are very xxxxx from those we experience on Earth, scientists could perform many critical xxxxx while living in this space xxxxxx that they can not carry out on this xxxxxx. It may sound like science fiction, but an international space xxxxxx is already well underway to becoming a xxxxxx.
Instructional Level: 95% • Space-Age Laboratory • Imagine an enormous laboratory as long as a football field and weighing almost one xxxxxx pounds. Now imagine this gigantic laboratory floating in xxxxx. Scientists and others from all over the world would be able to live there— for months, or maybe even years, at a time—before returning to Earth. Because environmental xxxxx in space are very different from those we experience on Earth, scientists could perform many critical xxxxx while living in this space laboratory that they can not carry out on this planet. It may sound like science fiction, but an international space station is already well underway to becoming a xxxxxx.
Independent Level: 98% • Space-Age Laboratory • Imagine an enormous laboratory as long as a football field and weighing almost one million pounds. Now imagine this gigantic laboratory floating in space. Scientists and others from all over the world would be able to live there— for months, or maybe even years, at a time—before returning to Earth. Because environmental conditions in space are very different from those we experience on Earth, scientists could perform many critical experiments while living in this space laboratory that they can not carry out on this planet. It may sound like science fiction, but an international space station is already well underway to becoming a reality.
Fountas and Pinnell Reading Levels • Grade 3 : L-P • Grade 4: O-T • Grade 5: S-W
Factors Used to Determine Text Complexity • Quantitative factors: Word count, sentence length, sentence complexity, number of high-frequency words vs. low-frequency words, the number of different words • Qualitative factors: Predictability, illustration supports, text structure/graphics (distractions vs. supports), knowledge demands (concept load, familiarity, single/multi-themed
Simple to complex • The small dog was scared. • When a ferocious Rottweiler barreled toward the defenseless chihuahua, the terrified puppy squealed and scampered frantically around the corner of the nearest house.
Three Cueing Systems As we read, three types of cues are available to us: visual (how the words look) structural (the order that words appear in sentences to make them sound right) meaning (what makes sense)
The three cuing systems for reading
The kitten scampered after the toy. If I am not sure about the word scampered, I can use Visual cues (It starts with sc, ends with ed, has the word am inside) Structural cues (It’s probably a verb, because that’s where the verb usually goes in a sentence) Meaning cues (What would a cat do when it sees a toy? ) If I use all 3 types of cues, I have a good chance of getting the word. If I only use one, it might mislead me.
Types of Reading Behaviors We Code On the Running Record • Correct word reading • Omissions (error) • Insertions (error) • Substitutions (error) • Repetitions of words or groups of words • Appeals/”You Try”/Tell it (If the teacher tells it, that is an error) • Self corrections
Elements of fluency • Smooth and steady • Attention to phrasing • Attention to punctuation • Expression Repetitions and self corrections, though not coded as errors, do take away from fluency and may take away from comprehension. Note: Differences due to accents, dialects, and regional speech patterns are not coded as errors and do not take away from fluency.
Singing is fluency practice! The Food Chain Song There was a plant grew in the ground Put down some roots, spread them around. And the roots took in water, and the leaves made the food With energy that came from the sun, With energy that came from the sun.
The Food Chain Song, part 2 A tiny bug with appetite Munched on that plant both day and night. And the roots took in water and the leaves made the food With energy that came from the sun, from the sun With energy that came from the sun.
Food Chain Song, part 3 A small green frog with specks of brown Spotted that bug and gulped it down! Yes, the frog ate the bug that nibbled the leaf The leaf from the plant that made its own food With energy that came from the sun, from the sun With energy that came from the sun.
Food Chain Song, part 4 A hungry snake lying in wait Pounced on that frog; it tasted great! So the snake ate the frog that gobbled the bug That nibbled the leaf, the leaf from the plant That made its own food, with energy that came From the sun, from the sun With energy that came from the sun.
Food Chain song, part 5 A red tailed hawk went soaring by Spotted that snake, dove from the sky! And the hawk slurped the snake that ate the frog That gobbled the bug that nibbled the leaf The leaf from the plant that made its own food With energy that came from the sun, from the sun With energy that came from the sun!
Using Running Records to Inform Teaching This is a teacher doing science! “A miscue is a window into the mind. ” It shows patterns in a student’s use of the three cuing systems and a student’s self-corrections. Choose a teaching point: It should be an error where the student used one of the cuing systems correctly. Ask: “Do you remember what you read there? ” If not, read that part to the student the way they read it. Point out the cuing system they used correctly, then invite them to use the other 2 as well.
The kitten scampered after the toy. • Watch as we model the teaching using the miscue.
The kitten scampered after the toy. • The student reads: The kitten ran after the toy. • The teacher knows that the student made good use of structure and meaning cues. Now the teacher invites the student to use visual cues as well. • The student tries: “Sc-am-scampered. ”
Watch and jot your observations: What is the teacher doing? How is she doing it? Why is she doing it? • https: //www. youtube. com/watch? v=LUr 1 og 9 l. PWM
Time to Model! • Observe while we model taking a running record, and take notes of your observations and questions.
Practice With a Partner You will take turns being the reader and the coder. We will practice with one type of miscue at a time. insertions substitutions repetition of a single word repetition of a group of words Appeal/Try it/Tell it self corrections
Put it all together! • This time you will code along as we model, and at the end we will compare our sheets.
Running Records and You, Take 2 Please add your green dot to the chart to complete the graph of your familiarity with running records.
Comfortable? Questions: What questions linger? Plans: How might you make use of running records in your classrooms? Visions: What is your vision of a successful reader?
Let’s research what students can do, and empower them to build on it! • https: //www. youtube. com/watch? v=t 5 m. Ge. R 4 AQd. M
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