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Running Records. Insights into Literacy Learning. ONCEPON ATIME LONG AGO IN THEBES IMKING. OEDIPUS DAKING. LVMYMRS. LVMYKIDS. THEBENS THINK OEDDY ISCOOL. NOPROBS. OKAY MAYBE THEREZZ 1LITL1. MOTHER WHERERU? WHEREAT MYDAD?

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Running records

Running Records

Insights into Literacy Learning


ONCEPON ATIME LONG AGO IN THEBES IMKING. OEDIPUS DAKING.

LVMYMRS. LVMYKIDS. THEBENS THINK OEDDY ISCOOL. NOPROBS.

OKAY MAYBE THEREZZ 1LITL1. MOTHER WHERERU? WHEREAT MYDAD?

NOCALLZ NEVER. HAVENOT ACLUE. INMYMIND IWNDER WHOAMI? IMUST

FINDEM.

JO MYWIFE GOES, "OED DONT USEE? WERHAPI NOW LETITB." IGO

"NOWAY. IAMBOSS. DONTU TELLME MYLIFE. INEED MYMOM. II WILLL

FINDHER. FIND BOTHOF THEM."

SOI START SEEKING DATRUTH ABOUT WHO IAM. ITGOEZ ULTRAAA

SLOWE. THE SPHYNXS RIDDLE WAS ACINCH BUT NOTTHIZ.

SUDNLEE WEHEAR SHOCKING NEWS. WHEN IWASA TINY1 THISGR8

4SEER SED IWOOD OFF MY ROYAL OLDMAN THEN MARREE MYMAMA. SICKO

RUBBISH, NESTPAS? WHOWHO COULDBE SOGONE? STIL MOMNDAD SENT

MEEEEE AWAY. MEE ABABI AWAAAY.

NOWWWWW GETTHIZ. MANY MOONS GOBY. IMEET THISGUY ONATRIP.

WEDOO RUMBLE. WHOKNEW? ILEFTMY POP ONE DEDMAN.

UGET DAFOTO. MAJR TSURIS. JOJO MYHONEE, MYSQEEZ, MYLAMBY,

MIAMOR, MYCUTEE. JOJOY IZZ MYMOMMY.

YEGODS WHYMEE? YMEYYME? LIFSUX. IAMBAD, IAMBADD, IMSOBAD.

STOPNOW THIS HEDAKE. THIS FLESH DUZ STINK. ITZ 2MUCH PAYNE 4ONE2C.

TAKEGOD MYEYES!

AIEEEEE!

Dunkerly-Bean 2013



The stroop effect
The Stroop Effect

  • Ignore what each word says and just name the color the word is written in as fast as you can…

  • RED

  • BLUE

  • BLACK

  • GREEN

  • PURPLE

Dunkerly-Bean 2013


Was that hard
WAS THAT HARD?

  • THE STROOP EFFECT demonstrates that even when we consciously try to ignore words, we can not help but decode them.

  • Proficient readers find it difficult to ignore the word and just name the color.

  • Word decoding is so rapid and automatic that it can not be turned off.

Dunkerly-Bean 2013


Why running records
Why Running Records ?

  • Method of recording students reading behaviors

  • Can be taken any time on any reading materials

  • Provides teacher with information that can be analyzed to determine strengths and needs of individual students

Dunkerly-Bean 2013


Instructional purposes for running records
Instructional Purposes for Running Records

  • Tells us what a student CAN Do with text

  • Matches student with appropriate text for instruction

  • Enables flexbible grouping for guided reading

  • Monitors progress

  • Development of reading strategies

  • Helps plan day to day instruction

  • Shows particular difficulties of each student

  • Provides reliable documentation of long-term progress hen kept in student portfolio

  • Prevents “stagnant” instruction/grouping

  • Provides valuable insights into literacy development

Dunkerly-Bean 2013


Accuracy rates
Accuracy Rates

  • 95-100% = an easy text, independent

  • 90-94% = “just right” text for instruction

  • Below 89% = a difficult text – frustration

Dunkerly-Bean 2013



Wild weather
Wild Weather!

Dunkerly-Bean 2013


Table of contents
Table of Contents

Dunkerly-Bean 2013












Analyzing errors
Analyzing Errors

M = Meaning

  • If what children read makes sense, even though it is inaccurate, they are usually able to apply their oral language knowledge to their reading.

Dunkerly-Bean 2013


Analyzing errors1
Analyzing Errors

  • S = Structure

    • Is what the child says grammatically correct? Does their personal ‘grammar’ contain the structures required to read this book?

Dunkerly-Bean 2013


Analyzing errors2
Analyzing Errors

  • V = Visual

    • Do children use visual cues taken from letters and words?

      • Note: Visual refers to text, NOT to illustrations, font, etc.

Dunkerly-Bean 2013


Meaning cues
Meaning Cues

  • What is happening in the story

  • Semantics ( linguistics, logic)

  • Intended meaning is almost the same

  • Pictures used

  • “Does it make sense?”

Dunkerly-Bean 2013


Structure cues
Structure Cues

  • Syntax

  • Not visually similar

  • A possible English sentence

  • Takes into account only the text up to and including the error

  • “Does it sound right?”

Dunkerly-Bean 2013


Visual cues
Visual Cues

  • Graphophonic

  • Letters and words look alike

  • High visual similarity

  • “Does it look right?”

Dunkerly-Bean 2013


Self corrections
Self-Corrections

  • Determine cues used to make errors

  • Provide teaching point: work on cues not used to cross check

  • Determine possible cue(s) used in self-correction

  • Goal: Integration of all 3 cueing systems.

Dunkerly-Bean 2013


Analyzing running records
Analyzing Running Records

  • Determine…

    • Appropriateness of text

    • Cues used or neglected

    • If cues were integrated

    • Which strategies were used at the point of difficulty

    • What needs to be learned/reinforced next

Dunkerly-Bean 2013


The why of running records
The “Why” of Running Records

  • By making errors, readers develop effective procedures for searching, cross-checking and self-correcting.

  • By analyzing these errors and summarizing the data, teachers plan instruction that directs the reader’s attention to efficient and effective ways of solving problems.

Dunkerly-Bean 2013


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