1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit...
-
Upload
caitlin-hazelton -
Category
Documents
-
view
215 -
download
0
Transcript of 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit...
![Page 1: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/1.jpg)
1
Administering the Teacher’s College Running Records Assessment
2012 Tulsa Institute
Please sit with your CMA groups.
![Page 2: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/2.jpg)
2
Your Presenters
• Julie Baker, Houston ’09, Kansas City MTLD
LS at Hamilton and & Robertson• Angelica Leveroni, Rio Grande Valley 2007
LS at Hale, McLain, & Rogers
![Page 3: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/3.jpg)
1 What is a reading level? Why does it matter?
2 Why do we use Running Records?
3 Steps to Administering a TC Running Record
Agenda
4 CM Practice
![Page 4: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/4.jpg)
Tough Facts.
Of children who live below the poverty line for at least a year during their K-12 education and are not reading proficiently by third grade, more than a quarter never finish high school. The rate is highest for low-income African-American and Hispanic students, at 31% and 33% respectively.
On average, African-American and Hispanic 12th graders in the US read at the same level as Caucasian 8th graders.
Roughly 35% of low-income high school graduates are not ready to succeed in an introductory level college writing course.
![Page 5: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/5.jpg)
Tonight’s Objectives
Identify the components of a student’s reading level and explain the significance of this information to targeted, goal-driven reading instruction and long-range growth.
Identify the purpose and components of a Running Records reading assessment and be prepared to administer and score an assessment for their own students.
![Page 6: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/6.jpg)
What is a Reading Level?
Grade level approximationDecoding + comprehensionSome examples:
Flesch Kincaid scores (Microsoft Word) DRA levels Lexiles Fountas & Pinnell
![Page 7: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/7.jpg)
Why do we test for a reading level?
Select developmentally appropriate texts.
“Frustration level” texts: Kids make frequent errors; teacher should read these aloud.
“Instructional level” texts: Kids have some foundational knowledge but require direct instruction.
“Independent level” texts: Kids read & understand on their own.
Set clear, meaningful goals & benchmarks.
Flexible (ability) grouping
![Page 8: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/8.jpg)
From where does the approximation come?For kids: “Trial and error”
Decoding Fluency Comprehension
For texts: Complexity of… Vocabulary Sentence structure Sentence variety
![Page 9: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/9.jpg)
The Facts: Running Records
Purpose: determine student’s ability to read and comprehend text at a given level.
Outcome: Fountas & Pinnel score (A-Z)
Process: Find a ceiling.
: Fluency + comprehension
Limitations: Subjectivity
![Page 10: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/10.jpg)
This is not an exact science.
…but it will be invaluable to your work.
![Page 11: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/11.jpg)
11
5 Steps to Administering Running Records
1. Find a starting point.
2. Gather materials.
3. Assess oral reading.
4. Assess comprehension.
5. Calculate final score to determine whether text is at independent level.
![Page 12: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/12.jpg)
12
Step 1: Find a Starting Point
• The San Diego Quick (SDQ)• Start at pre-primer• Check off words that are correct• Record errors• Stop the students when he/she misses 3 words
in a grade level• Choose the lowest letter from that grade
level to start your Running Records
![Page 13: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/13.jpg)
13
Snapshot: San Diego Quick
![Page 14: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/14.jpg)
14
San Diego Quick: Ms. Bisso & Scarlett
• Where does she make three mistakes?• Where would we start her Running Records?
![Page 15: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/15.jpg)
15
Step 2: Gather Materials
• Start with the lowest letter for the grade level you determined on the San Diego Quick• Scarlett 3rd grade
• Use your Reading Level Correlation Chart
![Page 16: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/16.jpg)
16
Step 2: Gather Materials
•For Student• Student text Level N
•For Teacher• Teacher text and scoring forms for Level N• Teacher text and scoring forms for level below and above• Sample responses for comprehension questions
![Page 17: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/17.jpg)
17
Step 3: Assess Oral Reading Fluency
•Student reads first 100 words aloud•Teacher times student and notes miscues on scoring form
![Page 18: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/18.jpg)
18
Miscues that count as errors Miscues that don’t count as errors
Substitutions
sitting at the small back (black) table
Mispronunciations
Severely severly
Omissions
a boy can hatch a plan
Insertions
Pete flew ^right^ in through the door
Reversals
So dumbfounded and startled
Teacher prompts
Self-corrections
Repetition
Short Pauses
![Page 19: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/19.jpg)
19
Step 3: Scoring Oral Reading Fluency
• Record accuracy rate
100 - # of miscue errors
100
• Determine fluency score
Rubric: 4 categories
93% accuracy rate2 on the Fluency Rubric
![Page 20: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/20.jpg)
20
Step 4: Assess Comprehension
• Student finishes reading the rest of the text silently• Student gives an oral retelling of the passage
• Can prompt if necessary, but make note of this• Use Retelling Rubric to rate
• Student answers 4 comprehension questions orally• 2 literal questions• 2 inferential questions
2 on Retelling Rubric2/4 comprehension questions correct
![Page 21: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/21.jpg)
21
Step 5: Final Score Sheet
Note – This score sheet assesses for your student’s independent level.
![Page 22: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/22.jpg)
22
CM Practice
• Handouts you will need for this portion
- Blank San Diego Quick
- Running Record N
- Sample Student Response N
![Page 23: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/23.jpg)
23
Practice: San Diego Quick
• Based on the San Diego Quick results, what running record level should we start assessing her at?
Grade 3Level N
![Page 24: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/24.jpg)
24
Practice: Oral Reading Fluency
• What was her accuracy rate?
• How would you rate her on the fluency scale?
98% accuracy4 on Fluency Rubric
![Page 25: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/25.jpg)
25
Practice: Comprehension Assessment
• How would you rate her on the Retelling Rubric?.
• How many comprehension questions would you give her credit for?
4 on Retelling Rubric3 out of 4 questions
![Page 26: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/26.jpg)
26
Practice: Final Score & Next Steps
• Calculate final score.
• Next steps?
Independent at Level NContinue testing until she is
no longer independent
![Page 27: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/27.jpg)
27
When kids start behind, they stay behind.
![Page 28: 1 Administering the Teacher’s College Running Records Assessment 2012 Tulsa Institute Please sit with your CMA groups.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649ca85503460f9496aa9f/html5/thumbnails/28.jpg)
28
Contact Info
• Julie Baker, [email protected]
LS at Hamilton & Robertson
• Angelica Leveroni, [email protected]
LS at Hale, McLain, & Rogers
http://readingandwritingproject.com/resources/assessments/reading-assessments.html
OR
Google “Teacher’s College Reading Assessments”