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RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
The teacher will analyze cues used and cues neglected during oral reading.
The teacher will analyze a students strategic processing of text through interpretation of
the strategies used during oral reading.
The teacher will use data effectively from running records to guide individual instruction.
RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
and When Readers Struggle: Teaching That Works that would give her a quick overview of
coding and scoring errors as well as a guide to understanding reading behaviors. I highlighted
several areas and asked Lauren to look over it carefully prior to our next meeting. Furthermore, I
emphasized that we will continue to refer to this packet as an invaluable resource throughout
our coaching sessions together.
The next day, during our prep time, I reviewed the materials needed to administer the
assessment and the running record resource packet that I gave her. We spent a great deal of
time discussing the most common oral reading behaviors and how to annotate or code them on
the assessment recording form using a previously scored form. These conventions used for
miscue analysis included submissions, omissions, insertions, repetitions, self-corrections, told,
and sounding-out markings. In addition, we looked really closely at the errors the student made
to ensure Lauren was confident in recognizing which system and processes the student was
using or not using (Meaning, Structure, Visual) in their errors or self-corrections. Next, we
practiced completing the scoring by calculating the oral reading accuracy rate, fluency, and
comprehension score.
On Friday, during Laurens prep time and my literacy block time, I conducted a running record
assessment. I had my students reading independently and found a quiet area to conduct the
assessment. My kit was next to me (with multiple recording forms) and the materials were in
order and everything was prepared to administer the running record. I selected a student and
conducted two assessments to demonstrate both independent and instructional reading levels. I
recorded all information and errors made. During our lunch, Lauren and I scored and analyzed
the running record together determining the students independent/instructional placement level.
I gave Lauren a cheat sheet that incorporates accuracy and comprehension to help determine a
students independent, instructional, and frustration level. I also reminded Lauren that
sometimes the numbers do not add up perfectly and that experience will help as well as
observing the reader carefully before and after an error.
On Tuesday, I was able to observe Lauren complete a running record with one of her students
during her literacy block and my prep time. Lauren was well prepared and her materials were
organized and available. She administered the assessment conference with poise and
confidence. She tallied the errors and scored the accuracy, fluency rate, and comprehension
portion of the assessment. During her prep time, she went back and coded the errors using M,
S, and V. After school, we revisited her concerns and questions from our first coaching session
as we looked over her running record, particularly her coding. Lauren felt more confident in her
ability to administer a running record however; she still had some concerns about interpreting
the results, especially determining when a student is using or not using Meaning, Structure, or
Visual processes. I reminded Lauren that there are many variables when analyzing reading
behaviors and that practice and experience will help tremendously; however, I book marked
several pages in her Fauntas & Pinnell Assessment Guide that focused on this topic.
RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
B. Artifacts
FOUNTAS & PINNELL Benchmark Assessment Kit System Inventory
RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
References
Allington, R. L., and P. M. Cunningham. 1996. Schools That Work: Where All Children Read
and Write. New York: Harper Collins.