Assessment: Running Records and miscue analysis
The purpose of a running record can have many outlets for educators. Specifically, running records help guide where a students accuracy rate is as far as fluency. the purpose of this is for teachers to examine the graphophonic, semantic, and syntactic clues the reader uses and calculates the errors and fluency rate during.
Below are the following strategies that support the foundation of fluency and guiding students to practice fluency.
Fluency: Oral Recitation Lesson (ORL)
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: The purpose of Oral Recitation Lessons is to provide struggling readers who lack comprehension and prosody skills. It provides ways for an educator to use direct and in-direct instruction.
Procedure: During direct instructions, educator must first read and discuss the story with the student and together they must create a story map (this is just like text mapping). Then, the educator must ask the student to write a summary using the story map. Next, the educator must model expressive reading; this can be based on the summary the educator creates while waiting for the student(s) to write their own summary. Lastly, have the student practice reading chorally with you (the educator). During in-direct instruction, the student should be practicing reading a short passage with their “soft reading voice”. This is the time to check for their accuracy and fluency while reading, then the student can be given the choice to read to a small group or for the class!
Source: Adapted from Field Period 2009, also in DeVries, B.A. (2011). Literacy assessment and intervention for K-6 classrooms (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
Fluency: Record, Check, Chart
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: The purpose of the “Record, Check, Chart” strategy is to assess that students are able to use repeated reading independently in order to improve their own accuracy.
Procedure: When a student reads a copy of a poem or story passage, they perform the following steps: 1. Reads the passage into a recording device. 2. While following the text, the student listens to the recoding and marks each word read in error with a pen. 3. Without replaying the recording, the student reads the same passage into the recorder again. 4. While following the text, the student listens to a second reading and checks each error with a different colored pen. 5. Without replaying the recording, the student reads the same passage into the recording device. 6. While following the text, the student listens to the third reading and checks each error with a different colored pen than before. 7. Using the “Record, Check, Chart, the student should tally the number of errors for each of their recorded readings.
Source: DeVries, B.A. (2011). Literacy assessment and intervention for K-6 classrooms (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
*see appendix for Record, Check, and Chart example
Fluency: Flash Card Sight Word Recognition
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: A sub-skill of automaticity is practicing sight word recognition. The purpose of this strategy is to provide ways for students to see new and already known sight words in and out of context, and creating connections with the student’s life using the sight words.
Procedure: Find key words in a new passage write the words on a flash card and use the word in a new sentence that connects with the student’s life. The goal of the students encountering the frequent flash cards throughout the reading is to allow students to begin to recognize words immediately and to read the sentences in one fluent phrase both in text and out of context.
Source: Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.)
Fluency: Choral Reading
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: Choral reading is an activity for small group or large group strategy. The purpose of choral reading is to read the selection of text with the interpretation intended by the author.
Procedure: The educator must divide the passage into equal parts based on how many readers there are in the group. Each reader is expected to use vocal expression to communicate the intention of the author and to provide entertainment to the listeners. 1. Read the poem/short story to the students. 2. In a second reading have the students echo read, using rate and expression. 3. Read the selection in unison with the students. 4. Discuss the meaning of the selection, noting rhyming words, word patterns, and word meanings. 5. With the help of students, ask how they would like the selection arranged (sort out who might want what part!)
Source: Adapted in Student Teaching (5th Grade) and Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.)
The purpose of a running record can have many outlets for educators. Specifically, running records help guide where a students accuracy rate is as far as fluency. the purpose of this is for teachers to examine the graphophonic, semantic, and syntactic clues the reader uses and calculates the errors and fluency rate during.
Below are the following strategies that support the foundation of fluency and guiding students to practice fluency.
Fluency: Oral Recitation Lesson (ORL)
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: The purpose of Oral Recitation Lessons is to provide struggling readers who lack comprehension and prosody skills. It provides ways for an educator to use direct and in-direct instruction.
Procedure: During direct instructions, educator must first read and discuss the story with the student and together they must create a story map (this is just like text mapping). Then, the educator must ask the student to write a summary using the story map. Next, the educator must model expressive reading; this can be based on the summary the educator creates while waiting for the student(s) to write their own summary. Lastly, have the student practice reading chorally with you (the educator). During in-direct instruction, the student should be practicing reading a short passage with their “soft reading voice”. This is the time to check for their accuracy and fluency while reading, then the student can be given the choice to read to a small group or for the class!
Source: Adapted from Field Period 2009, also in DeVries, B.A. (2011). Literacy assessment and intervention for K-6 classrooms (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
Fluency: Record, Check, Chart
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: The purpose of the “Record, Check, Chart” strategy is to assess that students are able to use repeated reading independently in order to improve their own accuracy.
Procedure: When a student reads a copy of a poem or story passage, they perform the following steps: 1. Reads the passage into a recording device. 2. While following the text, the student listens to the recoding and marks each word read in error with a pen. 3. Without replaying the recording, the student reads the same passage into the recorder again. 4. While following the text, the student listens to a second reading and checks each error with a different colored pen. 5. Without replaying the recording, the student reads the same passage into the recording device. 6. While following the text, the student listens to the third reading and checks each error with a different colored pen than before. 7. Using the “Record, Check, Chart, the student should tally the number of errors for each of their recorded readings.
Source: DeVries, B.A. (2011). Literacy assessment and intervention for K-6 classrooms (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
*see appendix for Record, Check, and Chart example
Fluency: Flash Card Sight Word Recognition
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: A sub-skill of automaticity is practicing sight word recognition. The purpose of this strategy is to provide ways for students to see new and already known sight words in and out of context, and creating connections with the student’s life using the sight words.
Procedure: Find key words in a new passage write the words on a flash card and use the word in a new sentence that connects with the student’s life. The goal of the students encountering the frequent flash cards throughout the reading is to allow students to begin to recognize words immediately and to read the sentences in one fluent phrase both in text and out of context.
Source: Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.)
Fluency: Choral Reading
Grade Level(s): Third, Fourth, Fifth, & Sixth Grades
Purpose: Choral reading is an activity for small group or large group strategy. The purpose of choral reading is to read the selection of text with the interpretation intended by the author.
Procedure: The educator must divide the passage into equal parts based on how many readers there are in the group. Each reader is expected to use vocal expression to communicate the intention of the author and to provide entertainment to the listeners. 1. Read the poem/short story to the students. 2. In a second reading have the students echo read, using rate and expression. 3. Read the selection in unison with the students. 4. Discuss the meaning of the selection, noting rhyming words, word patterns, and word meanings. 5. With the help of students, ask how they would like the selection arranged (sort out who might want what part!)
Source: Adapted in Student Teaching (5th Grade) and Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.)