In-Depth Case Study

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Section IV:  Reading Assessment:  Running Record

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Links for Running Records listed below.  View all resources, then use the one(s) that you like the best: 

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http://www.k111.k12.il.us/lafayette/fourblocks/running_records.htm

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http://www.readinga-z.com/newfiles/levels/runrecord/runrec.html

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http://web.rbe.sk.ca/lang/1998-99/running.htm

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http://www.us.edu/newreading/runrec.htm

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http://www.philsch.k12.pa.us/teachers/frameworks/bel/content/bel_d1b7.htm

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http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/assessrdggrowth.pdf

 

Describe the reading situation (what you did and what you asked the learner to do):

 

 

 

 

 

 

 

 

 

Describe the learners actions and comments during the assessment:

 

 

 

 

 

 

 

 

 

Provide your Interpretation of this reading experience:

 

 


 

 

What is your recommendation based on this assessment:

 

 

 

 

 

 

After performing a Running Record do a Miscue Analysis and attach that documentation to this form.  The Miscue Analysis should follow this format:  (you will need to reproduce this form on another sheet of paper)

Correct Word  Miscue E/MSV SC/MSV
1.      
2.      
3.      
4.      
5.      
6. etc.      

 

Miscue = reading error

E = error

M = meaning error

S = structure (syntax) error

V = visual (phonics) error

SC = self-correct

 

Reading Miscue Assessment

 

1.  What percent of the sentences read make sense?  

      a)  Number of semantically acceptable sentences   __________

      b)  Number of semantically UNacceptable sentences _________

     Total % Comprehending Score:

      Number of semantically acceptable sentences (a) ____ DIVIDED BY total number of sentences read  ____ = _____  MULTIPLIED by 100 = ____% 

 

On the following:  1 = seldom, 2 = sometimes, 3 = often, 4 = usually, 5 = always

2.  In what ways is the reader constructing meaning?

A.  Recognizes when miscues have disrupted meaning _______
B.  Logically substitutes _______
C.  Self-corrects errors that disrupt meaning _______
D.  Uses picture and/or other visual clues _______


 In what ways is the reader disrupting meaning?

A.  Substitutes words that don't make sense ________
B.  Makes omissions that disrupt meaning _______
C.  Relies too heavily on graphophonic clues _______

 

3.  If narrative text is used:

A.  Character recall _______
B.  Character development _______
C.  Setting _______
D.  Relationship of events _______
E.  Plot _______
F.  Theme _______
G.  Overall retelling _______

    If expository text is used:

A.  Major concepts & generalizations _______
B.  Specific information _______
C.  Logical structuring _______
D.  Overall retelling _______

 

When the learner was asked to retell what they remember from the reading, what were the results:
(comprehension analysis)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Task 5 is adapted from and credited to:  
Mark W.F. Condon, Ph.D.
Department of Teaching and Learning
College of Education and Human Development
University of Louisville
Louisville KY 40292
http://www.louisville.edu/edu/edem/Faculty/condon.htm

Western Kentucky University

By Dr. Pam Petty - pam@pampetty.com
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