using running records to inform guided reading instruction
DESCRIPTION
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. TEXT. Visible Items. - PowerPoint PPT PresentationTRANSCRIPT
Using Running RecordsTo Inform
Guided Reading Instruction
What they knowWhat they know
AndAnd
How they know itHow 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.
TEXT
Visible ItemsVisible Items Invisible RelationshipsInvisible Relationships
Reading Vocabulary&
Writing Vocabulary&
Visual Patterns
Using Schemas&
Meaning&
Structure&
Expect to See
•Collect evidenceCollect evidence•Analyze the evidenceAnalyze the evidence•Make a decisionMake a decision
Analyzing Running RecordsAnalyzing Running Records
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 ProcessingStrategic Processing
MonitoringMonitoring SearchingSearching Cross Checking one source of information Cross Checking one source of information
against anotheragainst another Self CorrectionSelf Correction Integration Integration
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BehaviorBehavior Sources of Sources of informationinformation
Strategic Strategic ProcessingProcessing
Analyzing Running Records
estuvo AC RCuando 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) estabaSub. muchos SM & CC MS/ V (f) mucho
estuvo AC RCuando 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.
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El ratón subió
y el gato siguío
El ratón bajó
y el gato lo siguió
El ratón brincó
y el gato lo siguió
El ratón corrió
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y el gao lo siguó
El ratón pasó
y el gato lo siguió
El ratón se lanzó
y el gato lo siguió
El ratón se escondió
y el gato se atoró
Pobre gato atorado…
Se quedó sin bocado.
Group Practice
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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?
BehaviorBehavior Sources of Sources of informationinformation
Strategic Strategic ProcessingProcessing
Guided Reading FrameworkPre-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
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We will see whatwe are looking for.
Running Records allows us to be neutral observers.
Running Record analysis allows us to be focused in our teaching