Common Core Running Records



Everyone, meet Meagan! 

You may remember her from last spring, she was my star Inferrer from my 2nd grade reading group...she inferred on page one of Owl Moon that the narrator must be a child because the author said "Pa and I were out way past my bedtime" and Meagan said "only children have bedtimes"....that was really one just example of many, but seriously, talk about a "close reader!" Anyway, she was in my reading group last year and now that she's in 3rd grade this year, she in my 3rd grade core reading group, 21 students for 75 minutes (not an intervention group, more like enrichment...but since every standard in the Common Core seems like an enrichment/Level 4 opportunity)...this group is working at high levels of engagement, stamina and rigor and I'm super impressed!  At Lake Myra, we do running records K-5, each quarter. We use the Foutas & Pinnell Benchmark Kits. We bought them when the building opened, so the kits are about four years old, they are the green and blue boxes.  I do like the whole Within, Beyond and About sections of the "Comprehension Connection" too.  However, taking running records in 3-5 is a little different than in K-2, instead of using checkmarks for every correct word spoken, we only code for errors and self-corrections...because one cannot make that many checkmarks that quickly at the rate 3-5 readers are reading.  This quarter, I have also started using the Running Record Calculator app in the app store on my iPad.


 I tried it out first, the free version, and then our Media/Technology specialist asked me if a purchase was worth it....I said ABSOLUTELY...and she bought 20 for teachers to use and installed them on their iPads.  The best thing about the paid version is that it takes an audio recording of the child reading and you can flag tricky parts, but you can go back and listen to any of it again.  The curvy arrow also lets you record and send the score and notes to anyone right then and there (in this case, her teacher) and NO PAPER. Also, if  using an iPad with a wireless keyboard, you can type much faster than you can write. So, with all the technical part of this post out of the way, I want to share with you my (Common Core) shift when taking these running records this year.   Below is Meagan's running record from this morning.  It's raw and "real."
With my iPad on and the app running, I kept track of errors and self-corrections on a sticky note. As you can see, there were some tricky parts, mostly with multi-syllabic words (3.RFS.3c) When she was done with the oral reading part, I entered Running Words, Errors and Self-Corrections and the curvy arrow took me the email side where I began the comprehension connection check.  In the Within the Text section, she immediately "got" that Jill was having a dream...many kids, especially ones that are not "close" readers do not pick up on this.  I didn't include everything in writing, but tried to capture when she did use text based evidence in her responses...remember, text based evidence/answers is BIG in the Common Core documents.  Then, in the Beyond the Text section, she inferred that Jill had stage-fright because she was nervous to "speak in front of all those people." I especially love her own self-monitoring of a "disconnection" (a term I taught my students this year from a book I read this summer called The Reading Turn Around...which I highly recommend BTW...and will post later on the disconnections) noting that she really could not relate to Jill at all on several levels...but did note in the Additional Understanding section that she did have a connection with  Jill's mom...LOVE IT!  However, here's the deal with connections. Text to self connections is NOT a Common Core standard, nor is activating prior knowledge. This is because the authors of the Common Core want students to rely less on their own lives for comprehension and more on the text itself for comprehension.  We all know that readers bring their own schema and subjectivity to their reading, and we've been teaching text to self connections for years, so students are VERY used to telling them to us. Of course, we would never tell  children, no you can't say that anymore. However, from a teaching stand regarding connections, the only kind in the Common Core are making text to text contrasts and comparisons regarding mood, theme, characters, and plots.  With all of this said, please enjoy Meagan's running record and notice how often she used text-based evidence in her justifications and made the subject to subject connection between Writing Workshop (showing not telling) and reading...thank you Lucy!

Student Name: Maegan
9/24/2012 Quarter 1

Reading Level: R The Election
Accuracy: 99%
Comprehension: 9/10
Additional Understanding 1
Total Comp Score: 10/10

Error Count: 6
Self-Correct Count: 4
SC Ratio: 1:3
Time: 4:15
Word Count: 492
WPM: 115
Notes: Tricky Words (Errors): unconvincing, courage, nutritious, Eduardo, faculty, encouragingly
Comprehension Conversation
W - "In the beginning, Jill had a dream because she had to give a speech to run for class president"....."her mom gave her a pep talk so she wouldn't get nervous"...like she told her to "focus on one friend and pretend they were talking. Her Mom was able to help her so much because she gives speeches at her work as a heart surgeon." As she began speaking, "all her fears went away, and she focused on Eduardo."

B - She was scared because she didn't want to talk "in front of all those people"...."she had stage-fright". "I have a disconnection because I never get stage-fright because I have been in The Talent Show twice and I'm in the Drama club at my church, so performing in front of people doesn't really make me nervous."

A - The author used "showing not telling" by saying "her cheeks got hotter and hotter" "she squeezed her eyes shut" "fresh wave of panic" "people make me feel sick". The author convinced us that she would be a good class president by using a quote from Abraham Lincoln. She talked about her ideas in her speech "to clean up the hallway, get better (more nutritious food in the cafeteria, and start regular student-faculty discussion groups".

Additional Understanding- I really liked Jill speech be I predict she's going to win...her plans were good. And last year the Lake Myra class president mentioned some of the same plans in her speech and she won the election." "That was like a prediction slash connection."
"I think the author's message is that you should face your fears, and your fears will go away and you'll feel much better. You'll feel like you can do anything!"
"This happened to me and my cousin yesterday, she didn't want to go to the top of the bleachers because she was scared of heights. I was kind of like Jill's mom, I helped her by telling her the more times she does it, the better you get. I also told her to breath in, and let your thoughts go, and you'll feel like you can do it. She climbed to the top and walked up high all the way around to the other side. The next family member I need to work on about facing their fears is my older cousin, we seem to have a lot of fear of heights in our family!"



Sent from my iPad

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2 comments:

  1. I may have to get this app! First, I guess it would be helpful if I got an ipad. We just started using Fountas and Pinnell running records this year, and I'm the new reading specialist for grades 3-5. This would make my life so much easier! Thanks for the post.

    Don't Let The Teacher Stay Up Late

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  2. Hello Literacy!
    Awesome discussion of RR! Please visit our blog; we are having a little discussion that I know you can comment upon.
    How should kiddos in first grade be text leveled? This is the discussion going on at our blog. We need your expertise!

    Please visit: www.kindergartengoonies.blogspot.com
    XOXO
    The Goonie Gals

    PS: No we don't sleep! We take passion in what we do!!!

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