administering the teacher’s college running records assessment 2012 tulsa institute
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Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute. Please sit with your CMA groups. Your Presenters. Julie Baker, Houston ’09, Kansas City MTLD [email protected] LS at Hamilton and & Robertson Angelica Leveroni, Rio Grande Valley 2007 - PowerPoint PPT PresentationTRANSCRIPT
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Administering the Teacher’s College Running Records Assessment
2012 Tulsa Institute
Please sit with your CMA groups.
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Your Presenters
• Julie Baker, Houston ’09, Kansas City [email protected] at Hamilton and & Robertson
• Angelica Leveroni, Rio Grande Valley [email protected] LS at Hale, McLain, & Rogers
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1 What is a reading level? Why does it matter?
2 Why do we use Running Records?
3 Steps to Administering a TC Running Record
Agenda
4 CM Practice
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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 African-American 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.
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Tonight’s ObjectivesIdentify the components of a
student’s reading level and explain the significance of this information to targeted, goal-driven 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.
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What is a Reading Level?
Grade level approximationDecoding + comprehensionSome examples:
Flesch Kincaid scores (Microsoft Word) DRA levels Lexiles Fountas & Pinnell
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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
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From where does the approximation come?For kids: “Trial and error”
Decoding Fluency Comprehension
For texts: Complexity of… Vocabulary Sentence structure Sentence variety
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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
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This is not an exact science.
…but it will be invaluable to your work.
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5 Steps to Administering Running Records
1. Find a starting point.2. Gather materials.3. Assess oral reading.4. Assess comprehension.5. 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
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Snapshot: San Diego Quick
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San Diego Quick: Ms. Bisso & Scarlett
• Where does she make three mistakes?• Where would we start her Running Records?
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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
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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
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Miscues that count as errors Miscues that don’t count as errors
Substitutions
sitting at the small back (black) table
Mispronunciations
Severely severly
Omissions
a boy can hatch a plan
Insertions
Pete flew ^right^ in through the door
Reversals
So dumbfounded and startled
Teacher prompts
Self-corrections
Repetition
Short Pauses
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Step 3: Scoring Oral Reading Fluency
• Record accuracy rate100 - # of miscue errors
100
• Determine fluency scoreRubric: 4 categories
93% accuracy rate2 on the Fluency Rubric
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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 Rubric2/4 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
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Practice: San Diego Quick
• Based on the San Diego Quick results, what running record level should we start assessing her at?
Grade 3Level N
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Practice: Oral Reading Fluency
• What was her accuracy rate?
• How would you rate her on the fluency scale?
98% accuracy4 on Fluency Rubric
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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 Rubric3 out of 4 questions
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Practice: Final Score & Next Steps
• Calculate final score.
• Next steps?
Independent at Level NContinue 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/assessments/reading-assessments.html
ORGoogle “Teacher’s College Reading Assessments”