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Running Records : Early Language and Literacy Certificate, Course 1

Running Records : Early Language and Literacy Certificate, Course 1 . Class 3 Guided Reading Plus. Housekeeping. Breaks/Snacks protocol Plan to live with uncertainty – can’t have the whole picture up front! Norms Respect everyone’s learning—questions, table talk

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Running Records : Early Language and Literacy Certificate, Course 1

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  1. Running Records:Early Language and Literacy Certificate, Course 1 Class 3 Guided Reading Plus

  2. Housekeeping • Breaks/Snacks protocol • Plan to live with uncertainty – can’t have the whole picture up front! • Norms • Respect everyone’s learning—questions, table talk • Be fully present (technology) • Cell phones on vibrate • No side conversations • On time • Tangents – not a hill • ALWAYS bring all handouts in a binder to class

  3. Housekeeping • Questions from last class • CCSS & Nonfiction • builds to 50% by 4th grade • not just about literacy block – 50% throughout the day (science, social studies) • Benchmark books – DON’T combine learning to read with learning math concepts (time, $, etc) • Word Work • always real & known (oral & reading) words – even in Spanish • Times for Lesson Components • Example: “3/5” in word study means 3 min for 20 min lesson 5 min for 30 min lesson

  4. Housekeeping • Replace old reflections with ‘new’ reflections that include notes from instructor • In the end, cumulative record of your growth across the whole course with notes • Attendance is critical • More than 2 absences = no credit • Cannot truly ‘make-up’ what is missed in class • Save your absences!

  5. Homework Review • Reminder: • You should have started teaching your group by today! • Make sure you list the days/times you are teaching your group on the coaching sheet. • After reading the guidesheet, etc. does anyone have any burning BIG PICTURE questions?

  6. Quiz Light: GRP Guidesheets • How many days are part of the GRP lesson format? • a. 1 • b. 2 • c. 4-5 • Word work should take _______ min. • a. 3/5 min. • b. 10/15 min. • c. Word work is not part of GRP • T or F: You do every kind of writing every day. • While you are taking a running record, the other children are ________. • a. running around the room screaming • b. at their seats doing worksheets • c. rereading familiar books • d. reading a new independent book

  7. Answers • How many days are a part of the GRP lesson format? • a. 1 • b. 2 • c. 4-5 • Word work should take _______ min. • a. 3/5 min. • b. 10/15 min. • c. Word work is not part of GRP • T or F: You do every kind of writing every day. • While you are taking a running record, the other children are ________. • a. running around the room screaming • b. at their seats doing worksheets • c. rereading familiar books • d. reading a new independent book

  8. Essential Question • How do I take and score a running record?

  9. Foundational Ideas • Our role is to notice each child’s precise reading and writing behaviors & provide teaching that supports change in what a child can do • We use what we infer from the child’s behaviors to make effective instructional decisions.

  10. Foundational Ideas • This is called responsive teaching! • In order to teach this way, we MUST use and understand running records

  11. Foundational Ideas • A running record is: • a controlled form of observation requiring standard administration and scoring • There is no teaching or teacher support. The teacher is a neutral observer of the child, recording exactly what a child does on the task. • Reading behaviors provide direction for instruction.

  12. Take Running Record • Handout: Coding and Scoring Errors at a Glance • Take a partial running record (#1 – Mugs) • Review • Try again (#2 - Mugs) • Review • Try again (#3 - Mugs) • Review

  13. Take Running Record • Take full rr on Joseph (The Merry-go-round – level 3)

  14. Score Running Record • Score partial rr together (mark errors & SC) • Handout:The Merry-go-round – rr taken • You try it • Review • Calculate: • Accuracy percentage • Self-correction ratio • Independent/instructional/frustration status

  15. Essential Question • How do I take and score a running record?

  16. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

  17. Homework • READ • Article: About Running Records • DO • Complete Running Record Scoring Practice Worksheet • Reflect on class • BRING to next class • Running Record Scoring Practice Worksheet • Next class powerpoint (for notes) • ALL handouts received thus far

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