the first powerpoint. - Lisa Burman Consultants

Transcription

Learning
The
Most
From
PART 1 | MAGIC
Running
Records
…
LESSON 1
Tapping Into Your Genius.
Presenter: Angela Kernahan
Welcome!
• 
A little about me…
• 
A little about you…
info@lisaburman.com.au | www.lisaburman.com.au
Learning Intentions
• 
Understanding what a proficient reader is..
• 
Identifying your purpose for using running records..
• 
Analysing running records beyond the first level…
What is your definition of a proficient reader?
Fi yuo cna raed tihs, yuo hvae a sgtrane mnid too. i cdnuolt blveiee taht I cluod
aulacity uesdnatnrd waht I was rdanieg The phaonmnael pweor of the hmaun
mnid, aoccdrnig to rscheearch at Cmabrgide uinevrtisy, it dsenot mtaetr in
waht oerdr the ltetres in a wrod are, the olny iproamtnt tinhg is taht the frsit and
lsat lteter be in teh rghit pclae. The rset can be a taotl mses and yuo cna siltl
raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed
ervey lteter by istlef, but the rod as a wlohe. Azanmig huh? Yaeh and I awlyas
tghuot slpeling was ipmorant!
What strategies did you use?
A krinklejup was parling a tristlebin. A barjam stipped. The barjam
grupped ‘Minto’ to the kringlejup.
The krinklejup zisked zoelly.
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• 
• 
• 
What was the krinklejug doing?
What stipped?
What did the barjam grup?
How did the krinklejup zisk?
Running records as authentic assessment...
The running record was developed by Dr. Marie Clay as a
“neutral observation tool” to allow teachers to make systematic
and useful observations of their students’ reading.
Systematic – implying routine, regularity...
Differentiation – occurs because the RR gives an
individual picture of a particular child’s reading and
therefore future instruction for that child.
“In every way the information produced by a systematic
observation reduces our uncertainties and improves our
instruction.”
Marie Clay
“Stand aside for a while and leave room for learning, observe
carefully what children do, and then, if you have understood
well, perhaps teaching will be different than before.”
Loris Malaguzzi
Chat about your purpose for running records..
§ 
What do I want to find out?
§ 
When do I do them?
§ 
What book do I use?
§ 
What about older children?
§ 
Commercial kits vs current book/novel being read
§ 
Do the children view it as a test?
§ 
How much prompting do I do?
§ 
How and when do I give feedback?
Literacy Secretariat
‘While the same procedure for taking a Running Record is always
used, the information we gain from the Running Record is used for
two distinctly different purposes:
1.  Site report data collection
2. Informing our classroom programs.’
Thoughts..?
Formative assessment – ongoing and not approached as a test.
First viewing of Running Record with Riley
Note my language of inviting the child into the reading...not viewed as a
test.
cc!
Chat about what you noticed......
What are the levels of running record analysis?
First level
A simple mathematical calculation showing error/accuracy rate,
self correction rate
difficulty
(accountability?)
What and
are thetext
three level
levels ofof
running
record analysis?
!
Second level
Looking at whether the child is responding to the different sources
of information inWhat
print:
Meaning,
Structure,
are the
three levels of
running recordVisual
analysis?information.
!
Using three sources of information:
3 cueing system
Meaning
The child's attempt makes sense up to the point of error.
It Includes word meanings, story background, information from
the pictures and real world knowledge
Does this make sense up to the point of error? Does this fit with
what has gone before? Is this what the author intended?
Example
Child: This is my teddy.
Text: This is my bear.
3 cueing system
Structure
Structure refers to the way language works. Some refer to this
information source as syntax because unconscious knowledge of the
rules of the grammar of the language the reader speaks allows him to
eliminate alternatives.
Does this sound right? Can we say it like that?
Example
Child: It rolls out (of) the door.
Text: It rolls out the door.
Visual
3 cueing system
Visual information includes the way the letters and words look. Readers use their
knowledge of visual features of words and letters and connect these features to their
knowledge of the way words and letters sound when spoken. If the letters in the child's
attempt are visually similar to the letters in the word in the text (for example, if it begins
with the same letter or has a similar cluster of letters), it is likely that the reader has used
visual information.
Does this look right? Do the sounds I want to say match the letters on the
page?
Example
Child: The wheel is on the track.
Text: The wheel is on the truck.
3 cueing system
Jigsaw Activity – Match the strategies to M S or V
Jigsaw Activity – Match the strategies to M S or V!
3 cueing system
Meaning
§ 
Includes word meanings, subject specific vocabulary, figurative vocabulary and real
world knowledge
§ 
Does this make sense? Does this fit with what has gone before?
Structure
§ 
Includes text organisation, sentence structure, word order and agreement of verb
and subject.
§ 
Does this sound right? Can we say it like that?
Visual
§ 
Includes graphological-phonological information (sounds, letters, letter clusters,
whole words)
§ 
Does this look right? Do the sounds I want to say match the letters on the page?
Third and Fourth level
Looking at the reading behaviours and thinking about what they
mean in terms of knowledge of the reading process.
What are the three levels of running record analysis?!
How was the child using the information sources and how was
the child actively carrying out the reading work?
What strategic activity is the child using in their reading?
Third and fourth level...
Self-monitoring - the reader confirms whether he/she is reading the story
accurately. They are consistently using meaning, structure, and visual information to
confirm their reading. This is not a conscious process, but their internal system tells
them whether the reading makes
sense,
sounds
right,
and
looks
right.
What are the three levels of running record analysis?!
ie “Listening to themselves read...”
Searching - the reader searches and looks for information that will help problem
solve in some way. They search for and use all kinds of information sources, including
meaning, visual information, and their knowledge of syntax/grammar of language.
ie appealing is not a first response..
Self-correcting – the reader's ability to notice mismatches, search further and find a
good solution with information already known.
Fountas and Pinnell, 1996
Looking at reading behaviours....
Child 1 and Child 2
Viewing Riley again.....
§ 
analysing accuracy,
§ 
analysing sources of information used
§ 
analysing strategic behaviours – monitoring, self correcting, searching
§ 
noting other information gained through side notes....eg how the
reading sounded..
§ 
recording the analysis for future direction at the top of the RR
cc!
It is always YOUR best educated guess...
‘You should not spend a great deal of time trying to figure out each miscue,
searching for the "right" analysis. The idea is to reflect on the child's behavior,
make your best hypothesis, and then look at data through the whole reading
and over time.’ (Fountas and Pinnell)
A tool for conversation to have with the child regarding their next step
towards developing independence and meaningful reading.
Conferencing and Goal setting
Setting up a conference folder ...
Lastly.......record any further wonderings or comments you have
to help guide our next session – tailor it to your needs.
Bring at least two (or more) running records to the next session
as it will be very practical and hopefully we will be able to analyse
a few running records.

the first powerpoint. - Lisa Burman Consultants

Transcription

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