Concepts About Print Coined by New Zealand educator Marie Clay, concepts about print CAP refers to what emergent readers need to understand about how printed language works and how it represents language. Successful beginning readers develop concepts about print at an early age, building on emergent literacy that starts before formal schooling. Print carries a message. Even when a child "play reads" text using pictures and memory, the child demonstrates an understanding of this concept, even if she cannot read the words, or reads them backwards or front to back.
It provides in-depth information about what strategies a reader is using and helps to identify areas that need attention for reading to develop. Older readers need to be assessed on their ability to read silently as well as their ability to read aloud.
Examples of completed Reading-with-Understanding Running Record sheets are included in their book. Reading and Writing Assessment Reading Assessment A teacher needs to draw from a range of possible assessment tools in order to identify the aspects of reading over which a student is developing control, and those where a student still needs some support.
This section outlines some assessment techniques which are useful for varying purposes. If a student appears not to understand the text material which they can read aloud fluently, a Reading-With-Understanding Running Record would be a starting place for more information.
Then assessing with a TORCH passage or a cloze passage would give further data on the kind of comprehension skills that could be developed in a support program. If a student is having difficulty reading the class material it will be necessary to take a Reading-With-Understanding Running Record to identify the cue-sources that are used and the cue-sources that are neglected.
It will also become clear in the Running Record what reading strategies the student needs help to develop, and whether or not they are understanding what they are reading. Reading-With-Understanding Running Record Readers need to be able to understand written material when they read it silently.
When a teacher begins to help students with their reading, the first task is to assess how well they get meaning from text they read silently. It is also important to identify if the material is too difficult.
The Reading-With-Understanding Running Record has become a standard tool for getting this information.
The teacher presents the passage to the student saying, "This, passage is about I want you to read it to yourself, then tell me about it. The teacher must recognise that at first some pupils may be unfamiliar with the task of retelling.
This alerts the teacher to the need for some instruction in how to retell a passage. Consideration should also be given as to how much can be taken in by the student in their first reading of a text. As an adult, retelling a newspaper editorial after a quick read will give you a feeling for what can reasonably be expected after one reading of a passage.
There are a variety of ways that students will retell text. One reader may give a global response: The teacher should not question or engage in dialogue about the passage but simply record what the student says. It is useful to allow students to refer to the passage if they choose to do so.
When the retelling is completed and the points are recorded the student is instructed to read the passage aloud. After the oral reading the teacher may seek clarification of points from the retelling by saying, "Did you find out anymore as you read it aloud?
Can you help me?
Hard Analysis of the Running Record at the Hard Level will show where the processes are breaking down and will give information on the use of the meaning, structure and visual cues. This information is crucial and indicates that the material is at the Hard Level, even if the Running Record taken of the student reading aloud indicates that the text is at Easy or Instructional level, since the student is not understanding what they are reading.
The teacher will then plan for instruction accordingly. Retelling is a useful indicator of understanding. Cambourne discusses it as a means of assessment in The Whole Story Set the student at ease while filling in name, class, age, and date on the scoring sheet.
Introduce the passage by reading the title and saying: Teachers will need to have read every selected passage and be aware of two or three main points in each before assessing the quality of the retelling.
If a student shows complete understanding, do not take a Running Record: · READING MISCUE ANALYSIS. This is an excellent approach to meaning-making construction in authentic oral reading. Since behavior is relative to one's actual proficiency, miscues act as a window into the proficiency of the reader under kaja-net.com~jsd/damico/kaja-net.com Complete a miscue analysis of Michael’s running record (Kondor, ).
[PDF]Review the assessor’s coding marks and analyze Michael’s miscues (MSV) directly on the record sheet.
· Running Records is defined by Clay () as a teacher adjustment to run a miscue analysis in the busy atmosphere of the classroom. According to Hughes () diagnostic, formative and summative assessments can be conducted via running kaja-net.com://kaja-net.com The qualitative analysis is based on observations that you make during the running record. It involves observing how the child uses the meaning (M), structural (S), and visual (V) cues to help him or her kaja-net.com://kaja-net.com The information gathered while doing a running record is used to determine error, accuracy, and self-correction rates. Directions for calculating these rates are given below. The calculated rates, along with qualitative information and the student's comprehension of the text, are used to kaja-net.com /scoring-a-running-record.
Specifically, discuss the cueing systems Michael is using when making errors and kaja-net.com://kaja-net.com · miscue analysis can take as little as ten minutes to admin ister and score. example, the RMI suggests nine categories of analysis for every single miscue.
For application within the hectic school day, teachers need a more economical miscue anal Write in the correct word as it appeared kaja-net.com?article=&context.
How to Take Running Records Substitution Write the spoken word above the word the in the text. Can you see my eyes?
To acquire a useful analysis, it is important to determine whether readers are using meaning cues, structural cues, or visual cues.
· Directions: Write the number of the line of text, the exact text, and the miscue as read. Under “Graphophonic,” indicate with b, m, e, whether the miscue is similar to kaja-net.com s_haertel.
DESCRIPTION. Reading Miscue Analysis. REA Literacy Assessment. Student Information. Kinlee Age 6 Kindergardener Caucasian Female Good Student Above Average Reader Likes Reading Volunteers to Read Aloud in kaja-net.com://kaja-net.com