Nov. 5, 2013Presented by Mary Rodger

Literacy Coach

“Yet a funny thing happens on the way to those final assessments: day-to-day learning takes place. I am certain that, in education, evaluation needs to pay more attention to the systematic observation of learners who are on their way to those final assessments.” (p. 1)

Clay, M. (1987). Reading begins at home: preparing children before they go to school. Portsmouth, NH: Heinemann.

Developed by Marie Clay from the early reading studies she conducted in the 1960’s

A way for teachers to quickly and easily assess their students' reading behaviors “on the run”

Simplification of miscue analysis done at 3rd grade and above

Uses only the first 100-150 words in a passage (or the whole thing if it’s less)

A record of reading behaviors – a “snapshot”

Specific type of shorthand, or codes, record detailed information during the reading◦ Codes are “standardized…consistent across settings and among teachers”

This running record, “provides the teacher with a playback of an entire oral reading episode, including the smallest details on the reader’s attitude, demeanor, accuracy, an understanding ” (p. 10)

(Shea, M. 2000. Taking running records. New York: Scholastic)

Assessment tool Document progress Provide insights into the child’s reading strategies

Plan for future instruction Find appropriate reading level of student

To guide reading instruction

www1.rcas.org/literacy/pdfs/assessmenthandout.pdf

Teacher’s role: to observe child’s reading behaviors while tracking accuracy and errors on separate sheet of paper

Child’s role: to read chosen text independently with minimal assistance from teacher

Choose a book/passage that child has not read before◦ It can also be done with a Benchmark book – one that represents a certain level, but one that the child has never read before

Teacher sits next to child in order to view passage

On separate piece of paper, write a checkmark for each word read correctly*

When mismatch occurs during reading, draw a line* ◦ Child’s behavior above the line Correct word (and any teacher’s actions) below the line

At the end of the oral reading, teacher may ask child to retell story in his/her own words or may ask a series of comprehension questions.

*Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heineman.

Teacher Notation Meaning Error √ Correct word NoT Told (by teacher) YesSC Self correct No- Omission Yes^ Insertion YesTTA “try that again” YesR Repetition (per word) Yes← Repetition to a starting point Yes A Appeal (asks for help) No // Long pause No

Accuracy rate: subtract numbers of errors from total number of words, then divide by total words, and multiply by 100◦ Ex: 50 total words – 4 errors = 46◦ 46/50 = .92◦ .92x100 = 92%

95-100%: Independent level 90-94%: Instructional level Below 90%: Frustration level

Fountas, Irene C. and Pinnell, Gay Su. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Self-correction ratio: ◦ (# of errors + # of self-corrections)/# of self-corrections = self-correction ratio

◦ (8+3)/3 = 3.666 = 4◦ SC rate is 1:4

Error ratio: ◦ Total words/total errors = error ratio◦ 50/4= 12.5 (round up to 13)◦ Error rate is 1:13

At the Zoo

 

We saw bears.

 

We saw elephants.

 

We saw giraffes.

 

We saw lions.

 

We saw monkeys.

 

We saw tigers.

 

We saw zebras.

 

We saw lots of animals at the zoo.http://www.youtube.com/watch?v=qEd-mZsCVg8

At the Zoo seeWe saw bears. seeWe saw elephants. seeWe saw giraffes. seeWe saw lions. seeWe saw monkeys. seeWe saw tigers. seeWe saw zebras. see A/T an…mi..mals.. We saw lots of animals at the zoo.

Total # of words = 29

Total # of errors = 12

29-12 = 1717/29 = .59.59 x 100 = 59%

A Fishy StoryOn Monday I dreamed I caught a fish.It was as big as a bird.On Tuesday I dreamed I caught a fish.It was as big as a cat.On Wednesday I dreamed I caught a fish.It was as big as a dog.On Thursday I dreamed I caught a fish.It was as big as a man.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.I caught a little, tiny fish.http://www.youtube.com/watch?v=4eW_u496T2s

A Fishy Story

taught

On Monday I dreamed I caught a fish.

duck

It was as big as a bird.

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.

Total # of words = 102Total # of errors = 8102 – 8 = 9494/102 = .92.92 x 100 = 92% 

LearnNC.org: Ongoing Assessment for Reading◦ http://www.learnnc.org/lp/editions/readassess/1.0

Reading A-Z.com◦ http://www.readinga-z.com

Clay, M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.

Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

http://www.timrasinski.com/?page=presentations