*

By Justin Ouellette

* Powerful diagnostic assessment tool for

reading.

* Created by Marie Clay (NZ) * Applicable at all grades, especially in an ESL

context.

* Help teachers by:

* Determine a childs instructional reading level * Teaching to childrens ability * Observing childrens +/* Determine imbalances in your program * Provide hard data/evidence * Save time * Adding a valuable skill set to your belt

* At very least beginning, middle, and end of a

school year.

* Whenever you have concerns over childs

progress.

* Restructuring groupings * New students

* DRA Samples, RaZ Kids Sampled * Early readers: 100-150 words (emergent * All other readers: 150-200 words

orange PM Benchmark or 1-7 year reading age)*Emergent test from 2 books*

* Blank paper (bus ticket?) * Ideally, specifically designed Running Record

Sheet (see example)

* Blank sheet * Text on the sheet

* Pick a time. Ideal: Prep blocks! * Let the child read the text one time before testing on
their own.

* Match the text with a plot summary, some inferential and

literal questions. Have one recording sheet per child

* What to tell child?

* Best reading * Maybe stop/go.

* Accurate Reading
* Text: Aunt Kay! said Little Joe. * You record as:

* Substitution
* Text: Aunt Kay went into the house. * Child read: Aunt Kay went into the home. * You record as:

* Repetition (R)
* Text: Aunt Kay will bring vegetables to plant
tomorrow.

* Child: Aunt Kay will bring, Aunt Kay will bring

vegetables to plant tomorrow.

* You record as:

* Multiple Attempts

* Text: Vegetables will be fun to harvest. * Child: V-V-V- very, vegetarian, veterinarian will
be fun to harvest. * Record as:

* Self-correction (SC) (2 Schools of Thought)

* Text: We can make a vegetable soup. * Child: We can make a vegetable soap, soup. * Record as:

* Omission
* Text: She brought us some flowers from her garden. * Child: She brought some flowers from her garden. * You record as:

* Insertion
* Text: She placed the flowers in water. * Child: She placed the flowers in a vase of water. * You record as:

* Appeal (A)*Rare
* Text: Aunt Kay is a magician with plants. * Child: Aunt Kay is awhat is that word? I dont know it. * You record as: *(write word under the A)

* Told (T)*Rare
* Same as above, but child gives up. Teacher tells word. * Record with T instead of A

* Try that again (TTA) *Rare

* If child really mucked up the word

* Whats an error vs. not? * Only record proper noun errors once * Tally up totals on the side (see handout) * Then its time to do some math

* Error Rate (1: Total Words/Errors)

* Ideal 1:10 < - -> 1:20 (Too low?/Too few?)

* Accuracy Rate:

100- (100 x Errors/Words)

* Independent > 94% (too easy level up) * Instructional 90% - 94% * Frustration < 90% (too hard level down)

* Self Correction Ratio:

* 1:5 or less is ideal.

SC/(E+SC)

* Looking at errors and judging them on M,S,V * Meaning: Did the word make sense?(pony>horse) * Syntax: Make grammatical sense? (noun for a noun) * Visual: aka graphophonic info. What did the word look like?

* Ready? * See example page

* Howd you do? Lets correct it together

* http://www.learnnc.org/lp/editions/readasses
s/1.0

* http://classroom.jc-

schools.net/read/runrecords.html