GUIDED READING
&
RUNNING RECORDS
Shared Reading
(Explicit Teaching)
Task Board
Independent/interdependent
Tasks
Learning Circle:
(Time for further explicit teaching)
Modelled Writing
Small group Instructional
Writing
Independent Writing
Talking and Listening
Assessment and Feedback
Small group
Instructional Reading
THE MULTIDIMENSIONAL MODEL OF READING
Context of the Reading Event
purpose
Activate background knowledge
Preview texts
Reading Processes
set a purpose
connecting
comparing
Sociocultural Influence
review and clarify new vocab
monitor understandings
Reading Strategies
visualising
skimming
inferring
predicting
scanning
using analogy
Three-cueing System
chunking
Semantic
sounding out
Syntactic
Adjust misunderstandings
author / reader relationship
consulting a
reference
Graphophonic
re-reading
reading-on
paraphrasing/summarising
self-questioning
synthesising
determining importance
adjusting reading rate
identify, extract and recall information reflect on information
situation
© STEPS Professional Development
subject matter
3
SMALL GROUP INSTRUCTIONAL
READING
• Guided reading
• Readers circle
• Reciprocal teaching
GUIDED READING
What do we know?
What do we want to know?
GUIDED READING
• Expectations and explicit teaching change
for each group
• The “lowest” children get the “most” guided
reading opportunities.
• The most competent children get the least
guided reading opportunities. They do
however, get many opportunities to read
and engage in reading tasks.
• Highest need children should have guided
reading every day
5 sessions/week x 10 weeks x 4 terms = 200 sessions
1 session/week x 10 weeks x 4 terms = 40 sessions
GUIDED READING
• Before guided reading
What does the
teacher
do?
• During guided reading
What does the
teacher
do?
• After guided reading
What does the
teacher
do?
Before guided reading
What does the child do?
During guided reading
What does the
child do?
After guided reading
What does the child
do?
ORIENTATION TO TEXTS
Let’s have a go!
RUNNING RECORDS
What do we know?
What do we want to know?
SYLLABUS P98
Reading
(a) Guided reading – occurs when a student reads
a text at between 90% and 95% accuracy with
teacher guidance to develop reading
strategies.
(b) Independent Reading – occurs when a
student reads a text with 95% or more
accuracy, without assistance.
What is the purpose of a running record?
RUNNING RECORDS
•
•
•
•
Provide an assessment of text reading.
Guide teaching.
Assess text difficulty.
Capture progress.
ASSESSMENT OF TEXT READING
• If taken in a systematic way RR’s provide evidence
of how well a child is learning to direct their
knowledge of letters, sounds and words to
understanding the message in the text.
• They are designed to be taken as a child reads
orally from any text.
THE WOLF AND THE SEVEN LITTLE
KIDS
Once there was a mother goat
Who had seven little kids.
One day, she called to her kids.
“I have to go out
To look for food, “ she said.
“Do not open the door
While I’m away,
Or the wolf will come in
And eat you up.

  s- several  
seven
   calls   
called
 

Don’t sc    
Do
When  
While
   comes R sc  

will

• Count the child’s errors and self corrections
• Think about
• the things that challenged the child?
• the substitutions made
• What made him correct the last substitution?
The record provides evidence of the kinds of things that this
child can do with the information he can get from the print.
RECORDS ARE TAKEN TO GUIDE
TEACHING
• Running records capture what readers said and did
while reading continuous text.
• Having taken the record the teacher can review
what happened immediately, leading to a
teaching decision on the spot, or at a later time
when they plan for the next lesson.
• The teacher makes judgements on what the reader
knows, what he/she attended to and what he/she
overlooked.
RECORDS ARE TAKEN TO ASSESS TEXT
DIFFICULTY
• A running record is a check on whether students
are working on material of appropriate difficulty,
neither too difficult or too easy, but offering a
suitable level of challenge to the learner.
RECORDS ARE TAKEN TO CAPTURE
PROGRESS
• Running records taken at selected intervals can plot
a path of progress, from the time a child tries to
retell a story from the pictures in a book until the
reader has become a silent reader.
• Through teachers interpretation they make sound
judgements about the reader’s progress.
TAKING A RUNNING RECORD
About three workshop training sessions with a teacher
who is very familiar with Running records are
recommended for teachers before they begin to use
this as an assessment technique. It takes more than
self teaching from a manual to achieve a high
standard of observing, recording and interpreting.
Clay 1993
• Taking running records should be as relaxed as
sharing a book with a child.
• A classroom teacher should be able to sit down
beside a child with a blank sheet of paper and take
a running record when the moment is right.
TWO THINGS TO AVOID
1.
Printed text: there is not enough room on a
pre-printed page of text for the teacher to
record all the unusual things that can occur.
They do not allow all of the children’s
behaviours to be recorded.
A RR needs to capture all the behaviour that
helps us to interpret what the child was
probably doing.
THE AIM IS THIS:
• After a running record a teacher should be able to
“hear the reading again” when reviewing the
record.
2. Tape recording- records sounds and language only
no record of observations.
LET’S HAVE A GO!
• Ob Survey training video 3min 40-12.05
Running Record Term Overview
Key: E-easy
1
John
Jack
Jim
Jo
2
5E
Class:
I-Instructional
3
6I
8I
4
5
10I
5I
12H
6E
12I
6
Term:
Year:
H-hard
7
8
9
10
Analysing running records
M- Did the meaning or the message of the text influence the
error?
Does it make sense?
S- Did the structure of the sentence up to the error influence
the response?
Does it sound right?
V- Did visual information from the print influence any part of
the error?
Does it look right?
BOOK LEVELS WHAT DO THEY MEAN?