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Graphic of Module 1: Building a Community of Learners
 
Lesson 5.5: Ongoing Assessment Through Running Records and Miscue Analysis

Focus: Review how to take running records and learn to analyze the miscues to determine which cues students are using and which they are neglecting.

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. Reading

NOTE: To print the linked documents, do the following:

    • Put your mouse on the document and right click. You will see a window that asks you where you want to download the document.
    • Determine where you want to save the document.
    • After saving the document, open and print it in MS Word.
  1. Reread Literacy Education Certificate Course II (pp. 25-53) to review how to take running records and to learn more about the cueing sources.
  2. Read Literacy Education Certificate Course IV (pp. 71-85) to learn more about running records and miscue analysis.
  3. Read Miscue Analysis Overview.
  4. Read Cueing Systems.
  5. Read Running Record Practice and Miscue Analysis.
  6. Read Sample Running Record.
  7. Read Running Record of Reading.
  8. Read Retelling Criteria.

3. Classroom Application

    • Complete a running record and summary for three different students. See the directions in Running Record Practice and Miscue Analysis.
    • Bring your running records and miscue analysis to the Collaboration Group meeting to share.

During the Collaboration Group Meeting

  1. The facilitator leads the Collaboration Group in:

    • Sharing one of their running records including the miscue analysis and summary.
    • Discussing the running records and miscue analysis. Some questions to consider are:
      • What is the purpose of taking a running record?
      • What is the purpose of doing a miscue analysis of the running record?
      • Do you think running records are an effective tool to use with your students in your particular cultural setting? Why or why not?

  2. Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.

After the Collaboration Group Meeting

  1. Mail or fax the instructor a copy of your three running records including the miscue analysis and summaries. (Since running records are taken by hand, it is not possible to email the actual record.)
  2. The recorder emails the Collaboration Group notes.
  3. The recorder emails the instructor comments and questions about running records, miscue analysis, and the writing of a running record summary that includes student strengths and areas of need. The recorder also places copies of all the work done by the Collaboration Group in the Collaboration Group Notebook for future reference.
  4. The timekeeper emails the attendance to the instructor.