Guidelines vesd 2007 2008


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Running Record

Guidelines

VESD 2007 - 2008



Running Record Committee
Barbara Hartman Endeavour

Glenda Lindberg Discovery

Paulina Nwuba-Ugo Park View

Judy Recce Discovery

Chris Richards Educational Services


The Running Record Committee was formed to address consistency between teachers at the site level and all sites within the Victor Elementary School District. The DRA2 Kit has made many changes from the original kit. It is the committee’s wish not to make our formal Running Record Program more complicated and time consuming for teachers. Therefore, the DRA changes reflected in this document are intended to create district wide unity when using the new DRA2 kit and keep accurate information about VESD students. Our hope is that if teachers believe doing a complete study as indicated by the DRA2 to gather more in-depth information for a particular student, they will do so for the benefit of the child, for the parents, and to guide their teaching strategies.
The Running Record Committee

Table of Contents
Purposes of the Record of Oral Reading 4
Running Records as an Assessment Tool 5
DRA2 Kit: Training Overview___________ 6 - 13
DRA2 Running Record Formats _____ 8 - 9
DRA2 Titles 14 - 15
Informal Running Records 16
Running Records Prompts and Cues Chart 17
Guidelines for Analyzing Running Records _ 18
Reading Behavior Checklist Levels 2-3 19
DRA Comprehension Rubric Levels 4 – 24 20
DRA Comprehension Rubric Levels 28 – 40 21

Student Form: Literal Comprehension, Interpretation

And Reflection (Original DRA Levels 28-40) 22
Informal Running Record Forms 23 - 24
DRA Small Running Record Form 25
Steps to Analyzing a Running Record 26
Sample of an Analyzed Running Record 27
The Cueing Systems 28
Running Record Log 29
Leveling Correlation Table 30

Story Overviews _ 31 – 78

Kindergarten Core Word List 80
First Grade Word List 81 – 83
Second Grade Word List ______________________________________________ 84



Reading List for Determining Running Record Level 85

Purposes of the Record of

Oral Reading


  1. An assessment tool used to determine the reading level of a child.




  1. Place the running record level on the VESD Report Card.




  1. Analyze the data and use the critical information to drive instruction.




  1. Place children in appropriate guided reading groups or classes.




  1. Share placement and growth with parents at conferences.




  1. Keep an in-depth record of reading growth over time.




  1. Up-to-the-minute assessment to be shared at SST’s or with parents, etc.


RUNNING RECORDS AS AN ASSESSMENT TOOL
Purpose: A formal assessment tool used to determine the reading level of a child and to ensure continuity among schools.


  • Guidelines:

    • Running records are used to determine the initial placement of a student.

    • Formal running records (RR) with analysis are required trimesterly.

    • Informal RR can be done as needed with leveled books that are not part of the DRA, DRA2, or the Reading Recovery Series.

    • It is recommended that RR’s be done before SST’s.

    • The teacher sits beside the child (one on one) during the formal running record assessment using an unseen text.

    • It is suggested that the teacher hold the running record at an angle so the child cannot see the coding marks.

    • Teacher may want to tape record the running record and retelling for later purposes.

    • Running record introduction/preview

      • The teacher does not talk about the text or the pictures during the preview on a formal assessment.

    • DRA2 forms (as indicated in this packet) must be fully completed to ensure district-wide consistency and to provide formal records for present and future teachers. Those forms are:

      • DRA2 oral reading fluency forms for running record coding which are located in the Blackline Masters or on the Blackline Master CD.

      • Story Overview (pgs. 31-78) highlighted for comprehension or After Reading Written Summary form located in the DRA2 Blackline Masters (Levels 28-40)

      • Literal Comprehension, Interpretation Questions, and Reflection located in the Blackline Masters (Levels 28-40)

      • DRA2 Comprehension Rubric (pgs. 20-21)

      • Small DRA2 Running Record Analysis Form located on p. 25.

    • No TOLDS (“tolds” affect the students’ number of miscues, their fluency, comprehension, and problem solving). Tell the child to “try it” or “go on”. This allows students to apply the reading strategies and teachers to analyze the use of the strategies for further teaching purposes. This is a committee decision.

    • Do not use the same text twice. Use an alternate book. Refer to the DRA titles in this packet.


DRA2 Kit: Training Overview
General Information
To keep track of all materials in the DRA2 kit, please number the DRA2 kit assigned to you and put the same number on each book and manual.
There is only 1 copy of titles A – 16 in DRA2. Please see the list of the DRA2 Titles located in the back of this packet.
There are 3 copies of each title for levels 18 – 40 in DRA2.
In the new DRA2 Kit, some of the words have been changed that better match a student’s developmental reading stage. There are new books, including nonfiction texts. Book illustrations are now better aligned with the text.
Teachers need to read and be familiar with each DRA2 book before administering a running record.
It is recommended that when administering a test, the text should not be overheard by other students.
We recommend that students not passing fluency in levels 14+ due to the oral reading time limit (WPM range) be allowed to continue reading the passage. The teacher needs to focus on fluency outside of this assessment if a concern exists. This is recommended because some students are able to pass the comprehension with the use of cueing strategies. If pressured to attend to the time element, some students may not continue to use the cueing strategies that would normally progress into fluency.

New changes:

For the purposes of time and consistency, the Running Record Committee is recommending that teachers use the condensed version of the Comprehension Scoring Guide/Rubric on pgs. 20-21.





  • Abbreviations no longer count as an error (Ex: Mr., Mrs., Miss).

  • Percentages of accuracy on the number of miscues varies with each book (please check the Teacher Observation Guide in the Blackline Masters Manual for correct passing percentage beginning at the independent level).

  • If a student’s score falls in a shaded area, THE STUDENT DOES NOT PASS. Refer to the DRA2 Blackline Masters Miscues and Accuracy Chart for each story.







INTERVENTION

(INTRVN)

INSTRUCTIONAL

(INSTR)

INDEPENDENT

(IND)

ADVANCED

(ADV)

Number of Miscues













Percent of Accuracy
















  • It is recommended that if a second grade student scores a 99% (advanced level) and has the highest score possible on the comprehension portion, the teacher should skip the next level and test the student on the following level. Example: A student scoring 99 on level 28 should be tested on the 34 instead of the 30.

  • If a student scores at 94-96%, it is our recommendation that they do not move on to the next level.


DRA2 RUNNING RECORD FORMATS

(with VESD recommendations)


Levels A -3

Levels 4 – 12

Levels 14 - 16

Teacher selects the text.
Teacher introduces the text. Look for the appropriate Teacher Observation Guide located in the Blackline Masters book. Look for the bold T under the Introduction and Preview in the #2 section titled “Oral Reading” or “Oral Reading Fluency”.
Child looks at the pictures and tells what is happening. Teacher does not discuss pictures or text during overview.
1) Child points and reads the story; teacher takes a running record.
2) Teacher asks the questions following the reading passage indicated by the T: found in the DRA2 Blackline Masters
3) Teacher completes the Reading Behavior Checklist and attaches it to the running record.
4) Teacher analyzes running record using DRA Small RR Form.
5) Record information on Running Record Log.

Teacher selects the text.
Teacher introduces the text. Look for the appropriate Teacher Observation Guide located in the Blackline Masters book. Look for the bold T under the Introduction and Preview in the #2 section titled “Oral Reading” or “Oral Reading Fluency”.
Child looks at the pictures and tells what is happening. Teacher does not discuss pictures or text during overview.
1) Child points and reads the story; teacher takes a running record.
2) If the oral reading was passing, child retells the story; teacher highlights the retelling on the Story Overview. (It is suggested that no more than 2 prompts be given.)
3) Teacher completes the DRA Comprehension Rubric.
4) Teacher analyzes running record using DRA Small RR Form.
5) Optional: Teacher may choose to use the DRA2 Word Analysis Teacher Guide.
6) Record information on Running Record Log.

Teacher selects the text.
Teacher introduces the text. Look for the appropriate Teacher Observation Guide located in the Blackline Masters book. Look for the bold T under the Introduction and Preview in the #2 section titled “Oral Reading” or “Oral Reading Fluency”.
Child looks at the pictures and tells what is happening. Teacher does not discuss pictures or text during overview.
1) Child points and reads the story; teacher takes a running record.
2) If the oral reading was passing, child retells the story; teacher highlights the retelling on the Story Overview. (It is suggested that no more than 2 prompts be given.)
3) Teacher asks Student Response questions for either fiction of nonfiction found on bottom of the DRA Comprehension Rubric.
4) Teacher analyzes running record using DRA Small RR Form.
5) Optional: Teacher may choose to use the DRA2 Word Analysis Teacher Guide.
6) Record information on Running Record Log.
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