DRA and Running Records What are they? Why do we use them? How do we use them?

DRA and Running RecordsWhat are they?

Why do we use them?

How do we use them?

What are running records?A running record is a method of assessing

reading. It can be done quickly and frequently.

Through a running record, a teacher can obtain:Information about a student’s reading strategies.Information about a student’s self-monitoring.

An accuracy rateAn error rate

A self-correction rate

First, it allows the teacher to identify an appropriate reading level for each student

in the classroom.

Running Records are an important assessment tool:

Second, it reveals how well a student is self-monitoring and/or self-correcting his reading.

Finally, it identifies which reading strategies a student is using (or not using).

Running Records allow teachers to…

Run an assessment-driven program,

Differentiate, and

Target the specific needs of each student.

Running records can be used to:Document reading progress over timeHelp teachers decide what students need to learnMatch students with appropriate leveled books

Types of Running RecordsMiscue Analysis- a running record involving

linguistics and long analytical review.

Running Records- both teacher and student have a copy of text. Most texts are typically 100-

200 words.

Informal Reading Inventories-similar to running records. Often they include graded word lists ( to

determine sight vocabulary) and graded passages story passages (for comprehension).

Why do we use them? Students working below their instructional

levels will not learn as much because it is too easy.

Students working above their instructional level will not benefit as much because it is too hard. “When the text is too hard, comprehension is simply impossible.” (Fountas & Pinnell, 1996, p.156)

Students working at their instructional level will benefit the most because they are working at “the cutting edge of their zone of learning.”

How Do Running Records Help Us With Instructional Decisions?

They allow a teacher to make data-based decisions for whole group and small group instruction :

1. Identify particular difficulties that a student may be having.

2. Assist in creating homogenous guided reading groups.

3. Monitor students’ progress.4. Allow different students to move at different speeds-

modified instruction.5. Provides assessment and evaluation data.

How Do We Use This Tool?As the student reads out loud, the teacher makes

notes on their copy of the text. Every error is recorded and a standardized set of conventions are used to record miscues. Questions are usually asked at the end to gauge comprehension.

It is suggested that a student read from several different levels of texts: an easy text (95-100% correct), an instructional text (90-94% correct), and a hard text (80-89% correct). These three samples can provide insights into a students' strengths (using easier texts) and weaknesses (using more difficult texts) (Clay, 1985).

Challenges in the ClassroomThe challenge in the classroom is to build time during the

literacy block to do a running record. Students need to be trained to do other things to buy the teacher time.

A larger challenge is finding resources that can be used at the intermediate level. Finding high-interest leveled texts for intermediate students is a challenge.

Finally, there is a learning curve associated with using this assessment tool. Accuracy in catching errors will improve over time. Clay notes that "as your ear becomes tuned-in to reading behaviors and you gain control over the recording conventions, your records will become more and more reliable." (Clay 1993, p.24 as cited in Cohen & Wiener, 2003, p 127)

Ways to Fit in Running Records

Sneak in a few minutes during Reading Renaissance.

Use students’ arrival time (8:00-8:30).Become a center during Workshop Time.Work with a partner. Team teach with a

partner. While they teach, you test and then switch.

Identify the Appropriate Reading Level

Reading level Word Accuracy Word Accuracy (Word List)

Comprehension

Independent level 95% or more 99% 95%

Instructional level 90%-94% 90% 75%

Frustration level Below 90% Below 90% Below 50%

Running Record Informal Reading Inventory

I’ve done the Running Record… now what?

Analyze the errors…• Look at the types of errors made to determine which cueing system the

reader is (not) using. Record the following letters beside each error or self-correction: M – meaning (semantic cues), S – syntax (grammar cues) or V – visual (phonic cues).

• Meaning errors are when the student has substituted in another word that looks similar to the correct word and is grammatically correct, but doesn’t make sense in the context of the text.

• Syntax errors are when the word substituted in makes sense and looks similar to the correct word, but doesn’t sound right (grammatically incorrect).

• Visual errors are when the word substituted in makes sense (meaning) and is grammatically correct (syntax), but perhaps starts with a different letter.

• If you write M S V alongside each error or self-correction and circle the cues you think the child used, the uncircled letters will then show the cues neglected.” (Clay, 1985, p21)

Sourceshttp://www.teachervision.fen.com

http://specialed.about.com/cs/literacy/a/readers.htm

http://www.brighthub.com/education/special/articles/25247.aspx

http://www.sevensecrets.net/node/118

http://blog.classroomteacher.ca/23/running-records-and-miscue-analysis/

http://www.readinga-z.com/guided/runrecord.html

Comming Nexxt Week

Now What?

Power Point by Erika Parker 2010