Running Record Flashcards
How does a teacher use a running record?
Record, they ask the student to read a passage aloud and then documents each time the student makes a miscue when reading a word. The teacher will use symbols and phonetic spelling to document
how the student pronounced the word and write this above the word that the student didn’t decode
properly. Remember, the teacher is writing it PHONETICALLY. Then the teacher will ask the student questions about the story to check for Reading Comprehension.
miscue
Record, they ask the student to read a passage aloud and then documents each time the student makes a miscue when reading a word.
Structure of the essay
Paragraph 1 Describe the strengths. Read through the teacher’s notes and look at the student’s reading and writing samples. Analyze what the student was able to do successfully in the assignment. Be sure to cite the Exhibits. Paraphrase and cite the Exhibit after the sentence. (Exhibit1) (Exhibit 2) (Teacher’s Notes) etc.
• Paragraph 2 Describe the needs in general and in phonics and reading comprehension. Be sure to cite the Exhibits. Paragraph 2 should include the analysis of the Running Record.
• Paragraph 3 describe one strategy focused on how to help the student address the above issues when reading this specific reading passage.
• Paragraph 4 explain why this strategy would help, support, foster, enable, guide, facilitate etc. the student when reading this passage.
What you will need to understand the Running Record Analysis?
- Proper terminology
- The ability to recognize patterns in the Running Record
- An understanding of phonemic awareness and the way students learn to read.
- Understanding of the difference between inferential and literal comprehension.
How do we learn to read?
We learn to read by using phonics, using our speaking vocabulary when we don’t recognize a word and using context to help us figure out what unfamiliar words might be.
Phonemic awareness
ability to recognize that a spoken word is composed of a sequence of individual sounds (phonemes). This skill is about seeing the words based on “sound clusters” and contributes to the ability to decode new words with similar sound clusters. Phonemic awareness helps with both reading and spelling.
How do young children learn how to read?
by speaking. As a child reads the words on the page they begin to fill in unfamiliar words with their speaking vocabulary. Most people read in this manner. We are able to almost jump ahead in reading if we understand the context of a sentence
Children reading examples in the exam
When a child reads a word they don’t understand sometimes they will try to sound out the word. Most times however, and especially in the examples given on the exam, the reader will substitute words they do know for the word they do not understand. Sometimes the student substitutes a word that is a correct context substitution:
For example
I walked the dog to the store and bought a new leash.
Is read as
I walked the dog to the store and got a new leash.
Phonemic Awareness miscues
When the student makes the same
type of miscue over and over again it is a clue to their needs in Phonemic Awareness.
Word substitution
typical Word Analysis issue that is used on the CST Multi Subject Essay. Pay attention to how the substitution is happening.
For example
I walked the dog to the store and bought a new leash.
Is read as
I want the dog to the store and bring a now lash.If a child is reading like this we can see that he is going to have difficulty following along and understanding the actual story. The student is focusing on the spelling of the word rather than the Phonics or sound of the word.
Most word substitution miscues. I have seen in Running Record Analysis are pronoun substitutions. Your, our, he, she etc.
What is this essay testing on? What not to write about
Do not write about VERB TENSE in your paragraph. Verb tense errors are often grammar mistakes not PHONICS. This paragraph is testing on PHONICS. This essay is testing the basics
What to look for in the running record?
look for a pattern, not just a one-time mistake. Anyone can make a one-time mistake. You should see a pattern of similar miscues throughout the Running Record.
The Easiest Types of Miscues to Identify
Vowel teams two vowels next to each other
Ex: rain bean moist
Miscues: ran ben most.
Consonant blends: two consonants next to each other
Ex. stop truck blast
Miscues: sop tuck bast
Word endings: a miscue at the end of the word.
Ex. company noticed crying
Miscues: copy notices cry (omission)
Compound words: two words that make up a new word
Ex. goldfish fishbowl homework
Miscues: golish fib hommer
The Interview Section
the teacher will then ask the student a series of questions to evaluate their Reading Comprehension. Did they understand what was happening in the story?
*you must understand what are literal, inferential and evaluative questions
Literal, Inferential and Evaluative questions: use, level of difficulty, which one to look for the running record essay
the three main sections of a comprehension task. Used to assess the level of a person’s comprehension skill.
Literal questions- basic
Inferential- medium level
Evaluative- difficult part.
**Typically on the exam you should be looking for INFERENTIAL issues.
Literal Questions
A question that can be answered directly from the text. The answer is already there. The reader would need to scan the text to find the answer.
Inferential Questions
A question that cannot be answered straight from the text. The reader will need to think about it and read over the text to see. The text gives hints and clues. The reader would have to use the context clues to infer meaning or an answer.
Evaluative Questions
similar to Inferential Questions. However, Evaluative sort of sums up the text and ask you to judge something of the text such as; the meaning, truth, answer, opinion and etc.
types of reading comprehension
literal and inferential comprehension
Literal Comprehension
understanding the literal meaning of the text. This includes answers to questions that are led by the following words: Who, Where, What, When.
Inferential Comprehension
Understanding a message the text conveys using clues. These include the answers to the following types of questions:
• What is the story about?
• Why do you think this happened?
• Why do you think the character acted that way?
How does the miscue affect the student’s understanding of the story?
If a student makes a miscue when reading a word, then they will not understand the meaning of the sentence. Not the same as making a mistake reading the wrong tense of a word.
It is important in your essay to make this distinction!!!
Difficulty with literal comprehension
If lil Johnny reads it correctly and still doesn’t understand a literal question then we would write that he has difficulty with literal comprehension, but generally inferential comprehension is the actual issue.
How to identify inferential questions?
easy to identify. Just remember inferential questions require the student to use clues, emotions and behaviors of characters in the story to figure out the meaning. Usually the “moral of the story” is asked as an inferential comprehension question. Did the child understand the “point” of the story?
How many miscues to identify for the running record essay?
Remember, even though you might see many miscues, you only have to identify
ONE set of them to pass the essay.
You do not need to analyze all of them.
Many
teachers will try to analyze all of them and get confused or run out of time when
writing. Just find one that you easily understand and give several examples. Again,
Vowel Teams, Consonant Blends and Word Endings are usually the easiest ones to
find.
Just pick one type of miscue and find several examples.
What happens if the student doesn’t have a lot of miscues?
If a student doesn’t have a lot of miscues, then the issue is probably related to
Reading Comprehension and inferential comprehension.If they are reading it correctly but still are confused about details in the story, the issue is probably inferential comprehension. What clues did they miss in understanding? Read the interview to see.
STRATEGY for writing Paragraph 2
Read the excerpt as it is written and then again the way the student has read it.
Look for phonics miscues like vowel teams, consonant blends OR word endings.
When seeing word substitution errors always look to see if the words are contextually correct or just simple substitution.
Practice documenting the error correctly. Document the student’s miscue and the original word.
Check out literal comprehension. Be sure that the student has read the words correctly. If not it is a different kind of problem.
What kind, who, where etc are literal comprehension questions.
Check out inferential comprehension. See if the student understood the moral or point of the story.
“Why” questions are usually inferential questions. “Why do you think the character felt this way?” “Why did the character do something?”
GLOSSARY WARNING:
The glossary below is to help test takers understand meaning. WARNING do not start trying to jam these words into your essay to impress the evaluator. If you do not use them correctly you will fail badly. Only use simple words that you are sure you understand the meaning of when writing the essay.
automaticity
the ability to produce words or larger language units in a limited time interval (relates to fluency)
base word
a word to which a prefix or suffix may be added to form a new word (go + ing = going)
consonant blend
the joining of the sounds represented by two or more letters with minimal change in those sounds; consists of two or more consonants sounded together in such a way that each is heard (bl, gr, sp, etc.)
consonant digraph:
consists of two consonants that together represent one sound (sh, ch, th, wh)
context clue
the information from the immediate textual setting that helps identify a word or word group
convention
accepted practice in written language
decode
to analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning
diphthong
a vowel sound produced when the tongue moves from one vowel sound toward another vowel in the same syllable; two vowel sounds that come together so fast that they are considered one syllable (ou, ow, oi/oy)
fluency
freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading; automaticity, the ability to produce words or larger language units in a limited time interval
homographs
words that are spelled alike but have different sounds and meanings (bow and arrow vs. bow of a ship)
homonyms
words which sound the same but have different spellings and meanings (bear, bare)
independent reading level
the readability or grade level of material that is easy for a student to read with few wordidentification problems and high comprehension
instructional reading level
the reading ability or grade level of material that is challenging, but not frustrating for the student to read successfully with normal classroom instruction and support
orthographic system
The orthographic system deals with the form of letters and the spelling patterns within words, orthographic awareness is what you see. It requires visual perception.
pacing
setting one’s own reading rate by using a pattern appropriate for the reading task
phonemes
a minimal sound unit of speech that distinguishes one word from another (lace, lake)
phonemic awareness
a way of teaching reading and spelling that stresses symbol sound relationships; the ability to associate letters and letter combinations with sound and blending them into syllables and words
phonics
a way of teaching reading and spelling that stresses symbol sound relationships; the ability to associate letters and letter combinations with sound and blending them into syllables and words
phonological system
the sound of language
phonological awareness
means hearing the sounds in words. It is the realization that words are made up of sequences of sounds.
vowel digraph:
two vowels pronounced in such a way that the letters together stand for one sound (/a/ in sleigh)
