Directions:
Step 1: Familiarize Yourself with the Books Lexi was Asked to Read
Book #1: Bella’s Baby Bird Download Book #1: Bella’s Baby Bird Preview the document(F & P Guided Reading Level M, narrative text)
Book #2: Rabbit Rescue Download Book #2: Rabbit RescuePreview the document (F & P Guided Reading Level M, informational text)
Step 2: Listen to the Oral Reading
Listen to the audio of Lexi reading the books aloud, while following along with the coded running records and the copies of the books. The goal is not for you to code the reading yourself, but simply to listen to the oral reading to understand the codes that are used in the forms linked below and get an overall sense of Lexi’s reading. You can also hear her retell each text at the end of the oral reading.
(NOTE: When you are coding a running record, you only need to code between 150-200 words to have enough to analyze. The running records below do not code the entire books, but the audio does share the entire oral reading. Even when you are not coding the reading, you can still gain insights just by listening.)
Bella’s Baby Bird – Coded Running Record Download Bella’s Baby Bird – Coded Running Record
CLICK BELOW TO HEAR AUDIO OF LEXI READING BELLA’S BABY BIRD
Play media comment.
Rabbit Rescue – Coded Running Record Download Rabbit Rescue – Coded Running Record
CLICK BELOW TO HEAR AUDIO OF LEXI READING RABBIT RESCUE
Play media comment.
Step 3: Listen for Fluency
Listen to the first minute of each audio files above. For Bella’s Baby Bird, calculate a words correct per minute rate (WCPM). Then use the Multi demensional Fluency Scale to evaluate Lexi’s fluent reading behaviors. Make some notes about why you are rating each category as you are. Consider marking down time stamps that align with your observations so that you can identify the evidence in the oral reading that supports your conclusions. (Need a refresher on these assessment tools? See Video Set: Fluency.)
Step 4: Quantitative Analysis
Score each running record using the procedures outlined on p. 65 of Assessment for Reading Instruction and Part 3 from the Running Record Video Tutorials page. You should calculate and record the accuracy rate and the self-correction rate. (You do not need to record the error rate as we can get the same type of information from the accuracy rate.)
(NOTE: Remember that not all behaviors that are coded on the running record are counted as errors. See Table 3.3 on p. 65 in chapter 3 of Assessment for Reading Instruction to review which things are counted as errors and which are not so that you have an accurate error count for these calculations.)
Step 5: Qualitative Analysis
Complete a miscue analysis for each book read using the procedures outlined in on pp. 56, 66-67 in Assessment for Reading Instruction and Part 4 from the Running Record Video Tutorials page. Although a miscue analysis can be done in the columns on the right side of the running record form, I have linked a miscue analysis chart below (similar to the chart on p. 78 in Assessment for Reading Instruction) that includes instructions and examples to guide your miscue analysis. You do not have to turn in the chart or the running record forms, but if miscue analysis is new for you, then I would recommend using the chart to look at the errors, rather than using the columns on the running record form.
Blank Miscue Analysis Chart (with directions/examples)
Step 5: Use the Data to Answer Questions
Use the resources in this module along with your quantitative and qualitative analysis of the data to answer the following questions.
*Some are multiple choice*
Quiz:
Question 1
What is the accuracy rate for Lexi’s reading of Bella’s Baby Bird?
Question 2
What is the self-correction rate for Lexi’s reading of Bella’s Baby Bird?
Question 3
Examine the error that Lexi made on p. 8 of Bella’s Baby Bird when she read “hand” for “hands.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactic
Semantic
Question 4
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
Question 5
Examine the error that Lexi made on p. 9 of Bella’s Baby Bird when she read “catch” for “watch.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue?
Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactic
Semantic
Question 6
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
Question 7
What is the accuracy rate for Lexi’s reading of Rabbit Rescue?
Question 8
What is the self-correction rate for Lexi’s reading of Rabbit Rescue?
Question 9
Examine the error that Lexi made on p. 2 of Rabbit Rescue when she read “fluffy” for “furry.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactics
Semantics
Question 10
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
Question 11
Examine the error and self-correction that Lexi made on p. 4 of Rabbit Rescue when she read “black” for “back” and then self-corrected. Which sources of information do you think she used to make the self-correction? Check all that apply.
Group of answer choices
Graphophonics
Syntactics
Semantics
Question 12
Explain how you analyzed the self-correction in the previous question. In other words, why did you mark the answers you did?
Question 13
Look across the miscue analyses that you did for both running records. Would you conclude that Lexi is reading for understanding? Use evidence from the running records to support your conclusions.
Question 14
Look across the miscue analyses that you did for both running records. What patterns can you find in her use of graphophonics? Use evidence from the running records to support your conclusions.
Question 15
Calculate Lexi’s words correct per minute while reading Bella’s Baby Bird. Then use the National Oral Reading Fluency Norms by Hasbrouck & Tindal (2006) to determine her percentile rank if she is in the winter of her third grade year.
I
1) Report her words correct per minute.
2) Explain whether she is above or below the 50th percentile compared to other third graders.
Question 16
Consider each of the dimensions on the Multidimensional Fluency Scale. Provide a rating (1-4) for each of the four dimensions (Expression & Volume, Phrasing, Smoothness, Pace)? Use evidence from the first minute of each audio file to support your ratings.
Question 17
In chapter 3 of Assessment for Reading Instruction and in the video tutorials, there are explanations of how running records can provide an estimate of students’ independent, instructional, and frustrational reading levels to inform text selection. Both of the books that Lexi read – one narrative and one informational – are at Fountas & Pinnell guided reading level M. Consider her accuracy rate and comprehension of these texts. What decision(s) would you make regarding text selection for Lexi for use in an instructional context (e.g. guided reading or one-on-one intervention)? Justify your decision(s).
Question 18
Based on all the conclusions you have made from the running records and/or the audio files, what are two specific next steps for instruction for Lexi? Justify your answers.
