sensitive observation of reading behavior running record professional learning package sensitive...

Sensitive Observation of Reading BehaviorRunning Record Professional Learning Package

Sensitive Observation of Reading BehaviorRunning Record Professional Learning Package

PART ONEIntroduction to the

Conventions and Scoring

PART ONEIntroduction to the

Conventions and Scoring

What will we accomplish today?

• Learn conventions that are used when taking a running record

• Practice each convention

• Basic scoring

Running Records

•Running Records help analyze a child’s reading behavior

•When taking a running record, you do not need to use a preprinted copy of the text

•Teacher can use a form or a blank sheet of paper

Accurate Reading

•When a child accurately reads the text, the teacher will use a tick or check to record an accurate response

The dog is in the yard.

Practice

Substitution

•A child substitutes the word in the text for another word that he or she may be familiar with

I can see my mother

mom• The incorrect word is recorded above the correct word

• Counts as one error

Practice

Attempts at Words

•If a student tries to read a word, you will record all attempts

•The attempt may lead to the correct word or an error

•Counts as one error

The b- ba ball is in the grass.

Practice

Self Correction

•A self correction occurs when a child corrects a substitution without teacher prompting.•You will use SC to show that the child made a

correction•SC does not count as an error

mother SC

mom

Practice

Consolidation Practice Conventions 1-4

• Correct response• Substitutions• Attempts at words• Self corrections

No Response and Insertion•A child will not make a response or they will insert a word; counts as one error•If there is no response, you will use a dash above the word in the text

__-__

car•If the child inserts a word, you will use a dash below the word they inserted in the text

car

-

Practice

Told•A child may stop and is not able to continue reading; counts as one error•After 3 seconds, you want to give the student the told because you don’t want to child to lose meaning

-_____T___

truck

If you give the child a told and they repeat the word you will record: -_____T__R_

truck

Practice

Verbal Appeal

•A child will appeal or ask for help•You can turn to the child a say “you try it” •If the child remains silent, you can give the

child the told•A=Appeal Y=You try it T=told

-_____A T___

truck Y•Counts as one error

Practice

Consolidation Practice Conventions 1-8

• Correct response• Substitutions• Attempts at words• Self corrections• No response and insertions• Tolds• Verbal appeal

Try That Again•When reading a child can get confused or mumble his/her way through a text, you can ask the child to try that again and show him where to start•Counts as one error•Use brackets to show where child had to start

[The bus slow is ] TTA

is slow

Practice

Single Word Repetition

•If a child repeats a word while reading, you will use R to show to repeated word•If the word is repeated more than once, you will use R and the number of times the student repeated the word•Not an error

the R car R 2

Practice

Phrase or Line Repetition

•A child will go back and read a line or phrase again•Write a capital R and draw an error to show where the student started to read

R

Practice

Repetition and Self Correction

•A child may reread the text and correct the error•You will use the R for repetition and SC for

the SC•Does not count as an error

a SC R

the

Practice

Spelling and Sounding out a Word

•A child may spell a word when reading

SEE saw

see•A child may sound out a word when reading

s-e-e saw

see

Practice

Consolidation Practice All Conventions

• Correct response• Substitutions• Attempts at words• Self corrections• No response and insertions• Tolds• Verbal appeal• Try that again• Single Word Repetition• Phrase or Line Repetition• Repetition and Self Correct• Spelling and Sounding out a word

Tools for learning: pencil/pen, Student One’s Running Record, Worksheet 4 and copy of the text The Zoo Trip

Look at Student One’s Running Record and MSV (5 mins)

Remember to record:title

errors

words

error and SC rates

Total MSV at the bottom

Record information regarding directionality, fluency, etc

Record a brief statement about strategies used during reading

As students read, think about:

What strategies do they use?

Are they reading fluently or is the reading choppy?

Can they adjust the rate of reading to ensure they understand?

After a student has read a book, is the student able to answer questions about what they have read?

Remember to record:title

errors

words

error and SC rates

Total MSV at the bottom

Record information regarding directionality, fluency, etc

Record a brief statement about strategies used during reading

Thank you for attending today!We will email you the next SLT date!