Using Running Records To Inform Guided Reading Instruction

What they know And How they know it

Reading Work The reader Picks up and uses information, Monitors the reading, making decisions, Activates self-correcting to revise a prior decision. What do we mean by “problem-solving” or “reading work”? (this slide is from Change Over Time p. 128) Some of this work is signaled by observable & recordable behaviors (running records). Let’s take a look at an example…

TEXT Visible Items Invisible Relationships Using Schemas & Meaning Structure Expect to See Reading Vocabulary & Writing Vocabulary Visual Patterns

Analyzing Running Records Collect evidence Analyze the evidence Make a decision

Guided Reading Intent Place students into small groups based on their reading level Carefully selected text that allows child to acquire strategies to build independence, fluency, & comprehension

Strategic Processing Monitoring Searching Cross Checking one source of information against another Self Correction Integration

Sources of information Analyzing Running Records Behavior Sources of information Strategic Processing After I take a RR, I do my calculations then I analyze the behaviors to determine what they know and how they know it.

Behavior Processing Source of Info. Repeat SM/ searching /SC MS/V (f)   estuvo AC    R Cuando Laura estaba en la escuela  muchos AC  había mucho ruido. Behavior Processing Source of Info. Repeat SM/ searching /SC MS/V (f) Sub. estuvo SM & CC MS/V (f) estaba Sub. muchos SM & CC MS/ V (f) mucho

T: me gusto como te fijaste (SM) que no se veía bien   estuvo AC    R Cuando Laura estaba en la escuela  muchos AC  había mucho ruido. T: me gusto como te fijaste (SM) que no se veía bien Estuvo tiene sentido pero no se ve bien en lo final.

El ratón subió y el gato siguío El ratón bajó y el gato lo siguió El ratón brincó El ratón corrió

y el gao lo siguó El ratón pasó y el gato lo siguió El ratón se lanzó El ratón se escondió y el gato se atoró Pobre gato atorado… Se quedó sin bocado.

Group Practice In small groups, note behaviors revealed in the Running Records provided. Determine what strategies were used. What will you need to focus on during Guided Reading for this student?

Sources of information Behavior Sources of information Strategic Processing

Guided Reading Framework Pre-reading: Modeling a particular strategy Introducing Text During Reading: Children reading softly Teacher noting strategies used and neglected Teacher prompting individual children (scaffolding) to apply neglected strategy during reading Post Reading: Comprehension questions Addressing strategy covered

We will see what we are looking for. Running Records allows us to be neutral observers. Running Record analysis allows us to be focused in our teaching