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>> Debbie Orbit: Today we're going to talk about running records. Before viewing this particular analysis make sure that you have listened to the child on the running record at the farm. If you need more practice feel free to go ahead and just listen and make your own markings and then compare them when you get to the analysis. Running records comes from Murray Clay's text, An Observation Survey. There are many reasons that we take running records. We're looking to see what the student does well, what they struggle with, and also what we want to do in future instruction. This will tell us the strategies, specific strategies that we want to teach. Whether that be fluency, vocabulary, comprehension, or words study. We want to make sure we determine the appropriate level for the student. Remember that we want to work with a student in instructional level between 90 and 94 percent. Below 90 percent is perceived as difficult. And above 95 percent is perceived as easy. We use this information to monitor the progress of the students and your class as a whole. Evaluate progress and also for grouping. When we think about grouping don't just think about the level the particular student is reading at. It may be for a mini lesson on vocabulary, or something specific with blends. Or a fluency strategy that you want to review with several of your students. The student that we're going to analyze today is a boy, he's in kindergarten, and he's aged 6 years and 6 months. Let's go ahead and take a look at his running record at the farm. Okay, so now we're going to look at the recordings that we made while the child was reading at the farm. I have a form here that already has the words printed out on it. It makes it easier for you to keep track and to follow along with the student. But you're perfectly welcome to use the blank form as well. Okay, so let's go ahead and look on the first page that the child read. He read all of those words correctly. A cat is at the farm. But when we got to the next page, he started to struggle a little. The first word in that sentence is 'and'. He kind of stumbled with that, with an- an-a ten. And wasn't sure what that was, kind of hesitated a little, and so what I went ahead and did is tell him the word after I thought he took long enough tot take care of that. So we have 'and' and then we put what the child said right above that. And you'll see the 't' with it circled, which means that I told the child what that word was. He got the word 'a' correct, and then when he got to little he just said I don't know that word. And then working through, taking some sounds, he was able to look at each of the letters and phonemically sound it out, but he still struggled a little too much with that and looked for me to help, so I also had to, at that point, tell him the word 'little' as well. Now so when we come over here to this side, we have two errors. We also have to mark for our M S and V, meaning, syntax, and visual. So let's look at our...
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