Running Records


What is a running record?

According to the University of Carolina – School of Education website,  a running record is a tool that helps teachers to identify patterns in student reading behaviors. These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole. Running records, when paired with comprehension inquiry, can be used to identify an instructional reading level for individual students. While running records are a diagnostic tool, they can and should be used to inform instruction and to help extend a readers use of strategies for working on text. This section explains how to take a running record and how to use what you learn from it to help your students.

Source: http://www.learnnc.org/lp/editions/readassess/1.0

 

Running Records- Part 1

by Diane Powell, Center for Reading Recovery and Literacy Collaborative

Josh's rr I’m going to share some thinking from the questions that were posed by teachers on previous  Center for Reading Recovery and Literacy Collaborative Twitter chats and could be a help to  educators everywhere.  I’ll be using Marie Clay’s text An Observation Survey of Early Literacy  Achievement and Fountas & Pinnell’sThe Continuum of Literacy Learning, PreK–8 as resources  so you’ll know of appropriate resources to use in your continuing search for guidance around t  the use of Running Records.

 1. Can you share strategies for helping teachers see value of Running Records as f  formative assessment rather than an event at the end of the term?

Teachers are very busy these days and unless they understand the power of Running Records  and the rationales for using them, they will see them as optional or mandated a few times per  year. One thing that often helps teachers see their value is to have them follow one reader over t  time by capturing the reading behaviors the reader demonstrates during oral reading. Looking  across records of oral reading begins to show the teacher the ways in which the reader’s  processing power is changing over time. It also allows us to think about how our teaching is i  impacting the learning of the reader –or not. The Running Record allows us to see how the reader is using strategic actions for thinking within the text – those he is using and those he is neglecting to use. How is the reader working in a balanced way to gain meaning from a text? What does he do when he comes to an unknown word? How is the reader showing us he’s monitoring his reading? How does his reading sound with respect to aspects of fluency? How does the reader search for and use information sources to read or self-correct? How does the reader adjust his reading depending on the text and the purpose for reading? All of these kinds of information can inform our teaching and the student’s learning. Yes, it takes some time, but the teaching becomes so much more powerful based on what we find in the Running Records.  Using them only occasionally is like taking only a portion of a prescription a doctor gives you – it doesn’t reach the problem to provide long lasting improvement for the reader!

 

2.  How often should readers be assessed with Running Records? How often should teachers be doing Running Records, besides benchmarking?

That depends on the reader. If a reader is making steady progress in his reading, it makes sense to check in with him every 2-3 weeks to be sure his trajectory continues in the right direction and he’s taking on new learning as well as strengthening his reading powers. High progress readers should probably have a check in about every 4-6 weeks to be sure they, too, are continuing to progress.

 On the other hand, if the reader is reading below grade level, he needs more frequent checks. A teacher should plan on capturing his reading every two weeks to see if any of the teaching that you’re doing is impacting his learning. If not, you need to adjust the teaching to work from the reader’s current strengths and move him forward. That’s often easier said than done and it may require help from a colleague who works with struggling readers or a coach who can see things you might be missing. Make sure you reach out for help in working with readers who are not making progress. They may be taking on the learning differently than you imagine and your teaching might be missing them where they are.

Part 2 of this post (next week) will answer some of the remaining questions on Running Records from our previous Twitter chats!

Source: http://lesleyuniversitycrrlc.wordpress.com/2014/08/27/running-records-part-1/

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