Running Records for Classroom Teachers
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Running Records for Classroom Teachers

by Marie Clay
     
 

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ISBN-10: 0325002991

ISBN-13: 9780325002996

Pub. Date: 03/10/2000

Publisher: Heinemann

What can we notice children doing as they read a simple story? What are they looking at? How do they know when they have lost the message? What do they do about it? Running Records for Classroom Teachers introduces key ideas about using Running records and shows how to take, score, and interpret reliable records.

Overview

What can we notice children doing as they read a simple story? What are they looking at? How do they know when they have lost the message? What do they do about it? Running Records for Classroom Teachers introduces key ideas about using Running records and shows how to take, score, and interpret reliable records.

Product Details

ISBN-13:
9780325002996
Publisher:
Heinemann
Publication date:
03/10/2000
Edition description:
New Edition
Pages:
32
Sales rank:
355,778
Product dimensions:
8.50(w) x 11.20(h) x 0.12(d)
Age Range:
5 - 7 Years

Table of Contents

About Running Records
3(6)
Reading the messages
3(1)
Another view
3(1)
Records are taken to guide teaching
4(1)
Records are taken to assess text difficulty
4(1)
Records are taken to capture progress
5(1)
Compare two Running Records on the same text
5(1)
Taking a Running Record
6(4)
Congenial conditions
6(1)
What does skilled record-taking look like?
6(1)
Two things to avoid
7(1)
Select children who will make practising easier
8(1)
Select some texts for practising
8(2)
How to Record What You See
10(6)
Another book read well
10(1)
Why use standard procedures?
10(1)
Conventions for recording
11(3)
Check directional movement
14(1)
Describe the reading behaviour recorded
14(1)
Assessment and comprehension
14(2)
How to Score Errors and Self-corrections
16(2)
Some conventions for scoring the records
16(2)
Quantifying the Running Record
18(1)
Records for Two Competent Readers
19(2)
Interpreting the Running Record
21(3)
Look at the errors in the record
21(1)
Scan the record to answer two other questions
22(1)
Now look at self-corrections
22(1)
Consider the pattern of responses
22(1)
Some common faults
22(2)
Understanding the Reading Process
24(2)
In older readers look for different signs of progress
25(1)
Records of Individual and Group Progress
26(2)
Making Decisions About Instruction
28(1)
School entry checks
28(1)
For teaching individuals
28(1)
For teaching groups
28(1)
Evidence of Emphasis: What Things Get Attention in Your Programme?
29(1)
Recommended Reading 29(1)
Running Record Sheet 30(2)
Record of Book Level Sheet 32

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