Running Records Training Final

Report
Administering the Teacher’s College
Running Records Assessment
2012 Tulsa Institute
Please sit with your CMA groups.
1
Your Presenters
• Julie Baker, Houston ’09, Kansas City MTLD
[email protected]
LS at Hamilton and & Robertson
• Angelica Leveroni, Rio Grande Valley 2007
[email protected]
LS at Hale, McLain, & Rogers
2
Agenda
1
What is a reading level? Why does it
matter?
2
Why do we use Running Records?
3
4
Steps to Administering a TC Running
Record
CM Practice
Tough Facts.
 Of children who live below the poverty line for at least a
year during their K-12 education and are not reading
proficiently by third grade, more than a quarter never finish
high school. The rate is highest for low-income AfricanAmerican and Hispanic students, at 31% and 33%
respectively.
 On average, African-American and Hispanic 12th graders in
the US read at the same level as Caucasian 8th graders.
 Roughly 35% of low-income high school graduates are not
ready to succeed in an introductory level college writing
course.
Tonight’s Objectives
 Identify the components of a
student’s reading level and
explain the significance of this
information to targeted, goaldriven reading instruction and
long-range growth.
 Identify the purpose and
components of a Running
Records reading assessment
and be prepared to administer
and score an assessment for
their own students.
What is a Reading Level?
 Grade level approximation
 Decoding + comprehension
 Some examples:
 Flesch Kincaid scores (Microsoft Word)
 DRA levels
 Lexiles
 Fountas & Pinnell
Why do we test for a reading level?
 Select developmentally appropriate texts.



“Frustration level” texts: Kids make frequent errors; teacher
should read these aloud.
“Instructional level” texts: Kids have some foundational
knowledge but require direct instruction.
“Independent level” texts: Kids read & understand on their own.
 Set clear, meaningful goals & benchmarks.
 Flexible (ability) grouping
From where does the approximation come?
 For kids: “Trial and error”



 For texts: Complexity of…



Vocabulary
Sentence structure
Sentence variety
Decoding
Fluency
Comprehension
The Facts: Running Records
 Purpose: determine student’s ability to read and
comprehend text at a given level.
 Outcome: Fountas & Pinnel score (A-Z)
 Process: Find a ceiling.
 : Fluency + comprehension
 Limitations: Subjectivity
This is not an exact science.
…but it will be invaluable to your work.
5 Steps to Administering Running Records
1.
2.
3.
4.
5.
Find a starting point.
Gather materials.
Assess oral reading.
Assess comprehension.
Calculate final score to determine whether text is at
independent level.
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Step 1: Find a Starting Point
• The San Diego Quick (SDQ)
• Start at pre-primer
• Check off words that are correct
• Record errors
• Stop the students when he/she misses 3 words in a
grade level
• Choose the lowest letter from that grade level to start
your Running Records
12
Snapshot: San Diego Quick
13
San Diego Quick: Ms. Bisso & Scarlett
• Where does she make three mistakes?
• Where would we start her Running Records?
14
Step 2: Gather Materials
• Start with the lowest letter for the grade level you
determined on the San Diego Quick
• Scarlett  3rd grade
• Use your Reading Level Correlation Chart
15
Step 2: Gather Materials
•For Student
• Student text Level N
•For Teacher
• Teacher text and scoring forms for Level N
• Teacher text and scoring forms for level below and
above
• Sample responses for comprehension questions
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Step 3: Assess Oral Reading Fluency
•Student reads first 100 words aloud
•Teacher times student and notes miscues on scoring form
17
Miscues that count as errors
Miscues that don’t count as
errors
Substitutions
Self-corrections
sitting at the small back (black) table
Mispronunciations
Repetition
Severely  severly
Omissions
Short Pauses
a boy can hatch a plan
Insertions
Pete flew ^right^ in through the door
Reversals
So dumbfounded and startled
Teacher prompts
18
Step 3: Scoring Oral Reading Fluency
• Record accuracy rate
100 - # of miscue errors
100
• Determine fluency score
Rubric: 4 categories
93% accuracy rate
2 on the Fluency Rubric
19
Step 4: Assess Comprehension
• Student finishes reading the rest of the text silently
• Student gives an oral retelling of the passage
• Can prompt if necessary, but make note of this
• Use Retelling Rubric to rate
• Student answers 4 comprehension questions orally
• 2 literal questions
• 2 inferential questions
2 on Retelling Rubric
2/4 comprehension questions correct
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Step 5: Final Score Sheet
Note – This score sheet assesses for your student’s
independent level.
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CM Practice
• Handouts you will need for this portion
- Blank San Diego Quick
- Running Record N
- Sample Student Response N
22
Practice: San Diego Quick
• Based on the San Diego Quick results, what running
record level should we start assessing her at?
Grade 3
Level N
23
Practice: Oral Reading Fluency
• What was her accuracy rate?
• How would you rate her on the fluency scale?
98% accuracy
4 on Fluency Rubric
24
Practice: Comprehension Assessment
• How would you rate her on the Retelling Rubric?.
• How many comprehension questions would you give her
credit for?
4 on Retelling Rubric
3 out of 4 questions
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Practice: Final Score & Next Steps
• Calculate final score.
• Next steps?
Independent at Level N
Continue testing until she is
no longer independent
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When kids start behind, they stay behind.
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Contact Info
• Julie Baker, [email protected]
LS at Hamilton & Robertson
• Angelica Leveroni, [email protected]
LS at Hale, McLain, & Rogers
http://readingandwritingproject.com/resources/assess
ments/reading-assessments.html
OR
Google “Teacher’s College Reading Assessments”
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