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