Lesson 3.6: Running Records
Focus: Read about the reading process and learn the procedures for taking Running Records.
Prior to the Collaboration Group Meeting
1. Reflection Journal
Write in your reflection journal prior to the Collaboration Group meeting. You are to respond weekly in your journal, reflecting on your learning, observation, questions, and personal connections. Your reflections need to be at least 250 words. You may choose how to format your journal, though you may want to consider the following as you write:
- What are some new understandings you made this week as a result of the work for this lesson and your work with your students?
- How has this new understanding influenced your current practice?
Bring your reflection journal to the weekly Collaboration Group meeting, and prepare to share your entries.
2. Classroom Application
- Read the book South Pacific Literacy Education Course, Unit 2: Exploring the Reading Process (pp. 25-54) to familiarize yourself with the main features of how to take Running Records. These pages include a description of the assessment and the procedure for how to record Running Record conventions.
- Take a Running Record on at least three students. If your target students are not developmentally ready for Running Records, you will need to select other students. Taking Running Records can be unsettling at first. Give yourself time to practice. Spend at least 2.5 hours practicing if you are not currently in a classroom.
- Write a 250-word summary of what you learned from using this assessment. Bring this summary and your Running Records to the Collaboration Group meeting.
During the Collaboration Group Meeting
- Share your reflection journal entries.
- With the group, find and discuss some patterns of response from the Running Records you took. What does the information tell you?
- Think back to when you took the Running Records, and choose one of the ideas below for discussion.
- Good readers read aloud quickly and smoothly. As you listened to the reader read, did you note the reader’s pace, phrasing, expression, and attention to punctuation?
- Good readers use a variety of strategies. Did you note reading behaviors such as re-reading or self-correcting?
- Good readers read for meaning. Could the reader retell the story that they just read? Could they respond to questions about what they read?
- Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.
After the Collaboration Group Meeting
- Email the instructor copies of your Running Records and assessment summary. Send your assignment(s) to the instructor as an attachment to an email message. Be sure to include your name, date, location, and title on the document. Also, include your name and lesson title in the file name, for example, moses_running_records and moses_assessment_summary.
- The recorder emails the notes to the instructor.
- The timekeeper emails the attendance to the instructor.
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