Guided Reading Assessing & Forming Groups

[Music] hey guys welcome to another edition of Facebook live um I know that we are a couple weeks behind because we've had some babies in our family and I had Internet issues that I'm so excited to be back with you guys tonight hopefully you guys can hear me okay and everything is working so this is not agenda that we've been talking about with you my hair out of my face is driving me nuts this is our agenda that we've been talking about so we talked about setting up for success already and then we talked about strategies and activities tonight we're going to talk about assessing and forming groups and then next week we're going to talk about guided reading lessons for level AAA and so I combined our last two sessions that we were going to do together into one so that I get everything to you in a timely manner because I know a lot of you are getting close to being ready to start your guided reading groups especially if you started school in early August so we're gonna just kind of get going with that a little bit quicker so just combining it'll be fine next week will be a little bit longer so if you wanted to you could just watch it in two installments whenever you're ready you don't have to sit and listen to me for that long that'll be perfectly fine to do it that way so before we get started I just wanted to remind you guys the definition for guided reading and that is that it's small group differentiated instruction that supports students in developing reading proficiency small groups are formed based on each student's reading level groups are flexible an instruction is targeted and intentional so what we're going to talk about tonight is how you can assess your kids so that you know what group you need to put them in and so that you know how to analyze the data for your assessment to determine what your students strengths are and what their needs are so that you can make your instruction targeted and intentional so we're going to talk about all of that tonight all right grouping students so the group my students in kindergarten the very first thing I do is an alphabet assessment so I do an alphabet assessment on all my kids and if my kids can identify 40 or more uppercase and lowercase letters and I'm just talking about the letter names if they can identify 40 or more of the 52 uppercase and lowercase letters then I do a running record as my next assessment and then I follow that up with a dictated sentence if they can't identify 40 or more upper and lowercase letters then I don't even need to do a running record on them I don't need it to a dictated sentence on them yet because they're just not ready for that I just know that automatically I'm gonna start them in a level AAA reader which is for pre readers which we'll talk about next week to show you and I'll show you exactly what that looks like some think some activities that you're gonna do with them in those groups if they're level AAA and that kind of things so again if they identify 40 or more uppercase or lowercase letters you're gonna do a running record which we're going to talk about tonight hopefully you all downloaded the running record form that I do it in the Facebook group because we're going to be doing that running record together if you didn't then you may want to you can still watch this all the way through to another thing you may want to come back once you've downloaded that running record and watch it again for that little piece where we do the running record again together and analyze it so that you can mark up your paper so that you'll have those for your notes to know how to do that if you're not familiar with that if you're already an expert with taking your running record and you already know how to analyze it for errors for self Corrections you already know all about the 3 queueing systems and how how to analyze it for that then you probably don't even need to waste your time watching this because this is more for somebody who is a beginner with running records and still not quite sure the best way to go about doing it and the best way to go about analyzing it so all right so we're going to do a running record on together here in just a little bit so again you're going to have a running record form and if you have mine and Deedee's I'm writing react better greeting units we have six books in each unit for each level let me just show you quickly so I'm pulling that running record from one of our tags here to show you I'm pulling the running records from one of our own guided reading units in our units we have the running records for each book on the books in both black and white and in color for you as well we have all of the word work and all the sentence work everything that you need right here in this kit ready to go this is what the book looks like where's my camera this book looks like if it's in color what it is my camera you can do it you can run their books in color or you can run them in black and white it's totally up to you okay and if you don't have our guided reading units you can still do this session because regardless of what books that you're using forgotten reading you're still going to want to do a running record on your kids and the process for taking a running record is the same regardless of what program that you are using okay so you want to have your running record here because this is really going to be more of a hands-on time session I'm gonna be talking at you a little bit but you're gonna be doing some work with me as well so it's not quite just sitting good tonight okay so in the document that I gave you to put out you have this running record form that's showing up this shows you the recording marks now records as you kind of start doing them you may develop your own system for recording so you may change it up a little bit and that type of thing but these are the standard recording marks that most people use on a running record okay so you see that the text the text whatever the student reads if it doesn't match the text you draw a line above the word and you write the word that the student read so where it says recording marks that has student in the text that's what that means if they read a word accurately you're just gonna put a check mark above each word and if they substitute a word which is an error so like if the word was hard and they say has you're gonna write that that word right above there okay self correction so they said the word is hard and they said ha but they self corrected it you're gonna record that error and then it just gets a line I'm in an SC for self-control a cat repetition that's not considered an error either just because they repeat the word twice it's not an error but you do record that that they made a repetition so like if she said that big big tree you would put an arm up there just so that you knew you know that when you go back so when you go back and you're analyzing and you're looking at what your students are doing you have that there to show you what they did with a petition of a phrase so like if they said the big tree and then they went all the way back to the beginning and read the big tree you mark it by going all the way across that text and bring an arrow down and put a little R so you know that they didn't just repeat one word they repeated that whole phrase and again that doesn't count as an error if they omit a word they just totally skip it I just put a little dash above it and an omission is a word is an error because they skip the word they didn't read it one thing that I don't have on this sheet that I can I need to go back and because I was looking at that earlier I'm like oh I forgot you know sometimes that in a word okay so the other word that's not there so for that that's also an error and I'll do a little caret and write the word above it where they added it in in the sentence okay so to your sheet as well so that you have it cuz it's a nice pretty sheet to have to put in the front of your guided reading binder and keep with you at all times just to refer back to you especially if you're new at taking running records over to the right of that it shows you that 95 to 100 percent is your that's your students independent reading level so as we score this which you're gonna see how to do that in just a little bit as we screw that if they get a 95 to 100 that's their independent reading level so it's too easy for them for you to do that with them and instructional reading groups that would be more what they're reading during reading reading workshop and that kind of thing independently if they've got a ninety or ninety four percent that is their instructional level so you'll know that okay he got a ninety nine ninety two percent on level c so that's the group i need to put him in he has a level c reader for instruction 89 percent and below that frustration level it's too hard for them so you would bump them down a level do a running record on level be like if you just did a level C and it was too hard for coming down to a level B pull out a level B book and a running record and you're just gonna keep going like that until you reach that 90 to 94 percent instructional level okay all right so we are going to do the running record together so you have your running record form and I'm going to read to you as if I were this dude a and you are going to use the sheet that I gave you that shows you you the marks that you're going to use to record and I'll try to read fairly slow so that you can record now try to do it without looking at mine first so that you can see if you can get it cuz I've already done it okay so this is what its gonna look like when you're finished but try to see if you can do it without looking at the screen just listening to me and looking at your running records form and the sheet that I gave you that tells you the marks to make alright ready so again this is whenever you're trying to determine their instructional level it's a cold read so I'm not really gonna give them any information other than the title of this book is get off and it's about a little boy who's getting ready to go to bed and some animals are on his bed could you read get off from me and then I will just have the student read the book without any instruction from me without any support from me I don't wanting to see what they can do okay so let's let's get started all right so I'm gonna be the student not gonna read and you're just gonna mark what I say it was Tim for bed but an elephant is on my bed I said get off a bear panda was on my bed I said get off a monkey was on my bed I said get ah a kangaroo was on my bed I said get off and crocodile was on my bed I said get off hey my dog was on my bed I said get off I said goodnight so I'll give you just a second to see now you can take care of your running record and check it with mine and see how you did as far as recording the errors the self Corrections the repetitions again repetitions on an error so take your time I'll give you just a minute to check yours against mine and then we're going to talk about how to do this ever column over here is a mess this is V column over here okay so we'll talk about that so that you know how to truly analyze it to see what exactly what queueing systems your students are using okay if I move too fast for you you can always come back once I finish the live this recording will be available in our in our group so you can come back to it and go back to wherever you need if I move too fast for you okay all right so another thing that you'll notice at the bottom of the running record sheet you'll notice these strategies that we talked about last time I did a live and if you missed that line that was a really good one so you're whatever I think it's really good because the strategies all of the different types of activities that you can teach used to teach those decoding strategies I think they're really important so if you missed that one you'll want to go back and search for that in our group and you'll want to watch that um but you'll notice at the bottom it says strategies observed now you really couldn't see me reading the book you didn't see you know what I was looking at when I was attempting to as I was reading so it's really hard for you to tell was I'm using pointer puck and pointing to the words was I'm using eagle eye and really looking at the pictures to help me figure it out that kind of thing but so whatever strategies that you observed your student using to help them decode the text you're going to circle those strategies that you observed them using if the bottom is got a place for you to read notes of what you observed and also notes of where you need to go next like what were their strengths what were their weaknesses what is your next step to help them become a proficient reader okay so those strategies are really important all right so we're going to talk about the M s and V part over here so one thing that I don't think I talked about was that if you looked at my know I had tallied up the errors and the stuff Corrections so in that column wherever they made an error you're going to give them a telling mark if they stopped corrected you're going to give them a tally mark in the self-corrected in that column for self Corrections okay so what you're looking for for msfv in your ears you're looking for meaning does it make sense so does their error make sense does it fit the story and does it make sense next is structure and that is basically correct grammar doesn't sell right syntactically does that sound right is that how we speak is it grammatically correct and then the V is for visual and that is does it look right so if you're looking at the grass beans on the page you're looking at those letters does it look right can you see how they made that error based on the letters that they're saying so like if it were has and they say it had yeah you can see they were using visual they got that H they've got that a they just didn't look all the way through the word but they did use the visual cueing system to make a nothing when they make that error okay even that's gonna make a little bit more sense as we talked about each one as we go let me see if I can scroll down here a little thing stuck here okay okay all right so meaning structure and visual alright so we're gonna have a go we're gonna analyze the running record and try identify the queuing system for student use for making the errors and self corrections and don't worry I'm right here we're going to talk about it together I'm not expecting you especially if you're brand new at this I'm not expecting you to be able to do it on your own yes it took me a while I've been doing writing records for probably about 18 years at least so and it took me a while but the first couple years I really had no idea still what I was doing so it really did take me a while because also I didn't really do them consistently my school didn't require us to use those type of assessments and I didn't really understand how important they were those first two years that I was using them so once you start using them consistently you're going to be a pro-rata in no time ok so let's look at meaning a little bit more meaning which I said is doesn't make sense so here are some questions you want to ask yourself when you're trying to determine did they use meaning and that is was the reader paying attention to what would make sense in the story did she look at the pictures because if she's reading about if she says you know the tiger did it do that and the picture is not the elephant or or that's going on a good example let me give a better example if she's talking about kids playing in the park and obviously this in the picture it only has animals in a zoo she's really not attending to the meaning of the story right did she think about what was happening in this story so that's meaning does it make sense with the story structure does it sound right did she substitute a word that still sounds right in the sentence is the Senate still grammatically correct so basically that's really what you're looking for structure syntactically does it sound right and then visual does it look right did she pay attention to the picture on the page did she pay attention to the print on the page because I wanted to cross-check as you'll see with one of the errors and I made in this book we're going to talk about that I'm really wanting them to cross-check the picture with the words you're always wanting them to use those queuing systems together to help them accurately read the text ok so let's go back and analyze the error on line two so I said it was Tim for bed but so when I made that error which queuing system was I using okay and you only look at up to the error okay so you're not looking at anything beyond the error when you're trying to decide did they use meaning structure of Israel you're only going up to the air so it was Tim it was Tim does that make sense it was Tim you could say it makes sense if you were thinking about well it was 10 like the name Tim however this is a level C and they already know that proper noun starts with a capital and all that so I'm not going to give them that okay because there's that's there was no indication that there's a name there's no capital letters so I mean I'm not going to give a meaning for that it was Tim so they didn't use meaning it was Tim they didn't use structure but they did use visual because Tim they it's a T it's an AI it's an M right they just didn't use that flippy dolphin strategy flipping that Val and making that long vowel sound so the child read that word Tim for time okay so I gave them under error I gave them a B for visual okay an elephant is on my bed I said get off all right so let's just read right up to the error right an elephant is does that make sense yes it does so I gave them an M for meaning this is Samurai syntactically and elephant is yes so I gave them an S for structure what about visual would I give them visual no because it is and was I'm not even close right one starts with the W and then it's followed up by an a the only thing that that word has in common is that it ends in an S so they weren't using just the visual cueing system and also just M and s for that and in the next one in it says a panda and the child said better and then self-corrected okay so if I'm just going to look at if I was going to look at the error and say what did they do that what did they do first right so for the error what queueing systems were they use using when they said bear were they using meaning let me show you the picture okay if they don't have a schema for this is a panda they may just think they may just call it a bear because it does have features of a bear they may not know the word panda or they might have just seen it and just automatically send bear using the eagle-eyes strategy using the picture right so meaning it doesn't make sense structurally a bear yes that makes sense what about visually okay you we can say visual because like I said they were using the picture okay I'm wanting them to cross-check the picture with the word hmm looks the fish no it doesn't start that way it starts with a bug right so so Christ checking and using that picture in that word I want them to be able to cross check that visually to get the word Panda so for the error they just used meaning and structure but what did they use to make that self correction they used visual right because they did the exactly what I just said they cross checked and - oh when I get my mouth ready to make us zoom that wasn't correct so as soon as the shots at a bear they corrected it and said panda okay and they're on line five and six there were no errors at all and then on line seven when they go to that page just so you can see it as well I've got it marked here on page seven I just want you to see the picture I'm not very good at showing my pictures on here y'all I'm sorry about that my camera like where I think my camera is it's not okay so you can see like the animal crocodiles and alligators are so similar their features are so very similar especially when it's just a piece of clipart it's really hard to differentiate the two right so the child said an crocodile was on my bed okay so instead of alligator they said crocodile and they didn't correct themselves so it's an air so looking at what what they used okay for that error so it only we're just reading up to the error this is one where it's a little tricky and different teachers would count it differently you know I'm gonna explain to you why why I still gave them an S for structure in just a second so their meaning does it make sense and rock it up yes it makes sense right that can very easily be a crocodile on the bed looking at that picture all of the other pictures that were we're about animals being on the bed so yes we're still making sense with the story they're still in the same story we're in right I'm gonna give s for structure extra structure does it sound right syntax syntactically not really if you want to get technically we would in our language we witness a and crocodile however here's here's what I just still gave them structure for that because I'm a an and that our article adjectives okay I'm gonna call adjectives teeny tiny adjectives if you do sex and phonics you know that no that's not sex in fun it's that's surely grammar getting more programs mixed up anyway you don't have to do that little ditty ditty but article adjectives there's still some kindergartners are still trying to grasp when you would use one or the other so I just still they think it doesn't mixed up all the time so I still give him that if that would be totally up to you okay whether they given that or not and then I did not give them visual I didn't give him visual even though the picture definitely could be a crocodile I did not give them visual because I'm wanting them to use the strategies that they know right getting your lips ready to read the word make the first sound read all the way through the word because this is a level C text so they didn't cross-check using the picture they didn't call check the pictures in the words right they just looked at the picture of red crocodile and didn't even really attend to the print much at all just just read on through okay all right and then on eight it's for mine I said a and then I saw corrected it for good night I said get off but then I self directed so we've got three self Corrections here so you'll notice that I have all three self Corrections marked in that column and then I'm wanting to look at all three of those and see what they did so whenever I have three in one column I can I'll just I'll just do a little line across so that I can differentiate between the two usually when there's three on to another line but because they all use the same cueing system I just I just want those last two words right there together so again you'll develop a system that works for you these are for you to read and analyze so whatever marks work best for you you'll develop your own system okay so for a and it from my from my I said a and and I self corrected it so what did I use again that was what did I use that's at the very beginning so it's only one word so we can't really talk about meaning and structure because it's only one word right visually they went they used visual the visual cue to correct that word because a obviously is not it sucks so visually they corrected it as soon as they made that error right and then I said good night so good night they said get off so what cues were they using there what keeps what they've been using that right they use the visual because it's meaning and structure itself it may use meaning structure visuals they really used all three but the reason I only gave them visual is because I said get off also makes sense and it's also structure where I says that would have worked okay the only reason they realized oh that's not right is because they read through the word and realize oh no get that's not good then I see up here I'll do the story that's not yet that's good it's a good night right so they use visual to help them correct that error the meaning and structure was already there when they made the error but they used visual to correct it okay sense like I said they can be a little tricky in the beginning when you just start using but the more you do the better you get okay all right so when you analyze this it's almost like being a doctor and you're looking at your patient and you're trying to figure out okay what is going on here what is going on with this patient what can I do to help my patient right so you want to look at what are they doing well and that would be when you're observing the strategies right that's something that they're doing well whatever strategies they're using that's something that yeah you know that's what they're doing they're doing well what do they need to work on what strategies could they be using to help them what is it the next strategy I need to teach them maybe right what queueing systems are they using and using well what queueing systems do they need to work on some of your kids you're going to notice they just blow through ears and they don't ever notice it so that's when we talked about last time we were together whenever I talked about using those strategies and making sure you're always saying does that make sense does it sound right does it look right so that they already have an idea about how to use those queueing systems outside of text when you're doing some of those activities together so that they'll start applying it in text some kids have just never been taught that they need to stop and ask themself oh wait a minute that didn't make sense what would I need to do to fix it right so you really want to make sure that you're giving them those tools so that they can self monitor because you want them to notice when they're making an error so that they can go back and fix that error not just blow through them and make air after error and never even notice that what you're reading doesn't even make sense or it doesn't sound right or it doesn't look right okay so how do I take this data and use it to group my students so I can I've done a running record on each of my students and I've done it back in in that range the ninety to ninety four percent range then I know that that's their reading group that's their level so I start grouping them into groups you're gonna have kids all over the place okay and sometimes you're gonna have one kid that sticks out and he needs to be placed in a group by himself so if I somebody who's in a group of barber below I might if it's just one student I might try to you know put them in that route because we're teachers and we only have so much time in the day so you have to figure out what works best for you but you want them in their reading group that's that's just right for them as much as possible but like I said if you do have just one student you may have to you know put them with another group that's close if it's if it's more than one reading level up or down I wouldn't do it you're going to have to just find the time to pull that one student and then before long other kids will come up to meet him and his group will be larger again so you just have to do what's best for your students though even even though we as teachers we don't really have a lot of time so I usually try to have five reading groups that's my goal I don't want more than five reading groups okay so you can see here my reading groups are color-coded I have their names just on a little sheets of paper that have been laminated and they have velcro dots on the back because my groups are gonna be flexible there's gonna be times when so let's look at the read at the red group so I have four students in that red group right drew might be ready to move to blue and the other three they're not ready okay so that's why I use velcro because I can move move drew to the next reading group very easily right sometimes I will move a student up based on in that you know I'm do letting records frequently which you're gonna talk about just a minute so after they've scored ninety nine ninety two ninety four percent on that running record that's their reading group so when I'm doing running records in their group if they start scoring above their 95 and above I'm a star I think oh this this levels a little too easy for them they're ready to move to the next group but hungry until they've done that twice because the worst thing I can do is move them up and then have to move them back but that does happen sometimes sometimes you know it just happens to be a book that's really high interest for them or maybe the side words and that just happens to luckily be the side words that they're really good at and then the pick just really give them a lot of support they read 98% on it whoo Wow you might be ready for next I'll make that no you know check for the next we're running record next time you do if they score I love a 95% they're ready to move up and so then I'll do that next one they're ready to move up and then they give them in that reading group and I find out Drew's just he's kind of sticking out like a sore thumb he's just it's just a little too difficult for me so there are sometimes very rarely because like I said I try to be really careful with that but there are some times that I do have to move a student my rule is if they're sticking out like a sore thumb they either not need to go up or they need to go down okay so that like I said there are times don't think that just because you move them up you have to leave them there the kids have really they really don't have any idea what these colored groups me they don't really know who's the top group who's that who is the struggling group my kids don't know that and here's why I want all of my kids to have the self-confidence that they are a reader because it doesn't matter if you're in level a a and you're just reading pictures you are still a reader and I want my kids to know that so especially this is what's really important especially with my kids who are in my lower reading group I make sure that I catch them many times at readers workshop when they're reading on their own and I go over and I confer with them one on one I'll make sure that I whisper to them you are one of my very best readers and I want them to own that it doesn't matter if they're level AAA or they're level J I want them to know that they are one of my very best readers here's why that's important when they are out readers workshop if you do readers workshop you already notice that when they're shopping for books they can just show it in my room thank you just shop for books and we're talking about readers workshop yard I veered off from guided reading for just a minute but they're shopping for books and they get to choose books that they just love okay from any genre but then they also have to choose a few books that are on their reading level so I have books that are organized in my classroom library by genre and then I have books that are organized by reading level so if I have a student who's choosing he's standing in front of that level a bin and he's choosing books from that level a bin and I've had this happen because know ya know how kids are they're so competitive competitive and no matter how much we try to teach kindness sometimes they still say things that can be really hurtful right so little Jacob is over here at level a choosing a book and then write down just write down from him is Drew choosing level J right and Drew sees him says you're just on level a I'm on level J now I don't want that to hurt Jacobs feelings so you know what Jacobs gonna say he's probably gonna say miss Chuck says I'm one of her very best readers and he's gonna pop up his chest and keep picking out his books okay I don't want my kids to know that they're my struggling reader I don't want my kids to think that just because they're still in limbo and some of their friends might be in check that there's something wrong no you are still a great reader and I want them to have that self-confidence so like I was saying about my color groups my kids don't really they really honestly they don't even pay attention to that so if I move them up moving down whatever they don't even know you know they're just happy to be with whatever friends they get to be with for that little bit of time so it's not going on so that I can move them up and down so this is just really a visual for me so I can really quickly see who's in my groups and when I'm calling it I don't ever say hey red group come on back I don't do that I'll say Jacob P just Andrew and Daniel I need you to come on back to me the reason I do that is because if I'm calling them by group my group are flexible and they move around a lot based on as soon as the kids ready to move I'll move them so if I'm calling a red group and Drew has been in red group for a long time and he's a blue he's gonna come back to red because he's that's just what he's used to so I just call him by name don't mean nobody in and also that doesn't put emphasis on what color you are that kind of thing if you have groups like the blue birds and the turtles oh my goodness please don't have a turtle group you have to be really really careful you have to be really really careful with kids self-confidence is the most important thing when it comes to reading okay especially when you're wanting them to take those chances take those risks and just do their very best at reading and not worry about it okay so this is what my planning sheet looks like once I've got my groups in place okay so you can see I have my color groups so this is what my planning sheet looks like for my groups so if you look at that now in in our guided reading units we lose one book for two days so that's when you're going to see that I'm meeting with the groups back to back Monday Tuesday Wednesday Thursday that's that's why that is because we're reading a group a book and our lesson plan goes for two days okay so what do you notice though can you tell which group is my struggling readers the group that needs me the most yeah it's the red group because I'm seeing them Monday Tuesday Wednesday Thursday Friday and then I'm seeing my yellow group on Monday Tuesday and Friday okay I'm seeing my orange group on Wednesdays and Thursdays so I'm only seeing them once right I mean twice one book but I'm seeing them twice Sigma times my yellow group three times my orange group twice my blue group how many times am i seeing them three and my green group I'm seeing them twice so you can tell right you can tell which groups you can tell that my orange and my green groups also I'm seeing them in the middle of the week right those are the ones that don't need me as much but my red group my yellow group and my blue group they're the kids that need me more red group needs me every day I gotta get them where they need to be so I've gotta make sure meeting with them everyday now some of you might be in a district that tells you that you have to see every kid every day this is just me just I don't even know what to say for that because if you want to do a good job and you're really wanting to give them what they need that is really hard to do especially if you only have a 60 minute reading block which is what I have on a 60 minute reading block so I can get in three reading groups and that's what I'm hustling and don't have a lot of I don't have any down time like I have to hustle that's why it's really important whatever program you use it's really important to have everything all planned out and ready to go so that you can see all those groups so if you're in a district that says that you have to meet with every group every day you're just gonna have there's just gonna have to be something that you cut off right you may not be able to do that really great word work that follows your reading lesson or whatever or maybe you know in one district that I just did a training in where they have to meet every group every day they do have a classroom aid so they're pulling your group in there a despoiling group that's totally different that's totally doable but if you're by yourself it's really hard to see every group every day and do a good job so my soapbox about that all right so you can see how I planned out yeah you may be asking yourself what are those names in some of those boxes so like you see on Monday my red group it says Jacob P on Wednesday the record it says Justin and on Friday it says drew so what I do with my kids like I said assessment should be ongoing it's not just doing a running record to find out their reading level to place them in a group and then you don't do another running record until the end of those six weeks or nine weeks whenever you're doing report cards okay whenever your district tells you you have to do an assessment no you need to be consistently doing assessments so that when your kids are ready to meet your mu right so I'm Monday I introduced the book to my red group I tell them this is the book we're gonna read we talk about it we sure Rock okay I do the quick picture walk with them and then I tell them all right boys and girls did you go ahead and get started whisper reading Jacob come on back to me and so as I'm sitting in the group I'll just push my chair back Jacob is gonna come and stand beside me and I have my clipboard with my running record for whatever book I've just introduced Jacob's gonna stand beside me and J here I gotta make sure you kind of turn your clipboard you don't want your kids paying attention to what you're doing when you're doing a running record every racer bike wait did I not get that we're about ready to do it right so I haven't as they're sitting by me I'm just kind of doing it this late and listening to them read so every time I introduce a new book I have a student read to me so I'm doing an assessment every other week on every student write because it takes it takes me a while to get through them my roofs that I only see twice a week I'm only introducing a book once a week it takes me longer to do to get to them for a running record but that's okay because once they get up into those higher levels they're not moving as quickly anyway and they need to read more and more books on that level before they're ready to move up anyway so anyway like I said once they scored and 95 percent or above twice and I'm really noticing that in reading group they're kinda starting to see now they're really the books are getting a little too easy for them they need to move then I move them into that next the next group so I'm moving on up so that's what those names mean in those flakes that's just a way for me to stay accountable and make sure that I'm consistently doing those running records and I just rotate through the group once I get to the last person in the group then I start over and I go in the same order each time that way they're all getting equal opportunities to be assessed to see where their strengths and weaknesses are and that's how I play my instructional so that's how I know when I need to go back and revisit a strategy or whenever I need to teach a certain chronic skill like diagram serve land or a certain you know might be sunny in the word it lets me know I can really use that data to see where that students strengths and weaknesses are and what I need to teach okay because your data drive your instruction so for your students that you did the alphabet assessment on and they didn't know they did identify the number of letters that they needed to I'm gonna do that alphabet assessment every two weeks so we're gonna talk about next week what am i doing in my groups with those level eight readers what am i doing to help them be able to identify those letters so that they're ready to move up a reading group okay so what does the reading group look like with a student who is a level AAA okay so we do an alphabet assessment on those students their level AAA every two weeks okay because I'm working on all all types of activities to really get them to identify those letters and to work on those sounds as well and I'm assessing them every two weeks because hopefully they're going to be ready then for me to move up to the level a group and for the other students like I said I'm doing a running record every week or two okay so I keep I keep the data and I have a great friend Kim at sit and we talked some of you probably know her we taught in the same district in Houston County when I lived in Georgia and I went to visit her classroom and she had this great system for keeping up with where her students are were on their reading levels and how you know which assess them and how they did and that type of thing so mine it looks a little bit different this running record over here that you see on the blue paper mine looks a little bit different than hers but not much so I make sure I give credit where credit's due this isn't in my unit or anything but I'll put it in here for you as part of the stuff that I'm going to put in here for you based on what we've talked about tonight but anyway so I glue that to a folder to a to pocket pronged folder so that I can have a visual record of their reading progression so you can see that um for the running records on September 7th for this fictional child here on it's a tumor 7 Taylor was a level a reader okay she was a little a reader on September 7 so that's the group that I put her in then on October 23rd she was ready to move up to the B group so I moved her out to the B group on October 23rd I'm gonna mark her off level a marking her off she's not in that level anymore now she's level B that's what she's reading okay what she is ready to move up to level c group I'll put the date on level c and I'll mark off be it for me to really keep track and I always put these wedding records in there as well this is such a good information to use whenever I'm whenever you're doing your parent-teacher conferences and then the dictated sentence dictated sentences is another assessment that I do that we're really not going to talk about too much tonight I'll I'll put an example in here for you in our group tomorrow and talk about it a little more I'm not going on my blog that way I can write about it but anyway I'm looking at how many phonies do they hear how many phonies do they hear and can they record on paper for the words how many words that they spell conditionally so it really tells me a lot about them as a reader and a writer when I do a dictated Center so that's a really important assessment as well now that I'm not showing you is my recording sheet for the acts of that assessment and that's because I don't have recording sheet I don't have to have one I know a lot of you have probably heard about ESG I I have a blog post about it if you and I'll I'll put the link here to I don't know what DD talks about it a lot too but if you don't already have ESG I in your classroom you want to get it okay I don't have to have a recording sheet it keeps it all all that data for me in their system it makes me graphs it prints out parent letters flashcards all of that so if you don't already have your your subscription to ESG I'd you want to go sign up you can off you can use it free for I think it's 90 days so go to ESG I and get it you can use my code of DJ 98 98 and get three free months DD also has a code to somewhere in this group so you can look for her coder you can use mine either one we don't care we love each other so whichever code you want to use but that's how I do running records and assessments for guided reading so that I can use that data to drive my instruction so I hope that this was helpful to you again if you watched it and you didn't have that running record form you'll want to download that print it out come back and watch it again and do that running record with me so you can walk yours up and have it in your notes so thank you guys so much as soon as I um well let me let me see if there's any questions really quickly let me just see it doesn't really look like there are it's like 30 seconds too late so I'm still talking on here okay it looks like didi is answering some of you she need you said I missed the beginning no worries it's gonna be in here so you can come back and read it okay so she needed you're asking me what if they continued continuously make the same error over and over again especially for a word that has repetitive - for texture has repetitive text it's still an error it still counts as an error every time unless it's a proper noun so if it's someone's name it only counts the first time so that's the only time you what you count it multiple times so yeah I mean that's kind of the kicker they there could be one word that repeats in there like in this book it's um you know get off I said get off so say they don't know the words said and so every single time they read it as I sad and said they would have missed one two three four five see they would have missed six words which when you look down here we already own our running records we already have it tabulated down here for you so that means automatically there would be a 91% but that's I mean that's just how it works so I guess it's a proper noun it counts as an error every single time Sandee Welch could you just use es TI every two weeks to test alphabet for a readers absolutely why would you use anything else does ESD I have tests that can be used as running records no they don't have that Natalie cake rocket says hey beautiful hey yourself y'all aren't really red we I'm in Florida and we're supposed to be getting ready for a hurricane here but I wanted to jump on him and talk to now instead because it's been a while and we own the brand-new baby in our house my daughter Taylor as you guys know had her baby and so she's been staying with me since the baby came home and cool that little small side is wearing us out hurt especially her especially now for the first four you get and all want to do the day so you can sleep he'll wear me out here in the day so I like her a little bit rough but um so thank you that I needed that today when we find the running record Heather the running record is in this group I pinned it to the top of the page although this is about to be what this video is going to be pinned at the top of the page in just a little bit but as soon as I hop off here if you go in and look you'll see it pin to the top of the page and you can download it the free app it's okay it's only free for the first 90 days and it's just it's the ESG I'll put the link in here also what is your opinion on Ice Station assessments if I knew what it was gives me an opinion but I'm not ever heard of that I'm gonna have to look that up doing cool groups during center time yes that is the whole purpose if you did not watch my very first video that I did in here setting up for success and how you get your Center started that's that's why we have the sinners okay so that we can pull groups and work with our students and the other kids are out there independent working as if you didn't exist so yes that's what I call them is during sinners and Terry so that's like you're the grandma okay so I'm not seeing any other questions so that means either I did a good job or you got a personal board you'll have any questions I don't know let's hope it's the first one so in after you if you miss this live and you didn't get to watch it right now so you come back on launch it if you have questions please make sure you tag me and your questions that way I know to come back and answer it because I don't want to leave anybody hanging if you were able to meet with us tonight so you can let me know thank you guys so much say a little prayer for us here in Florida um it's gonna get really nasty but we're going to working for anyone else let's see how many of us are there there's six of us and two babies that are going to be here so we're going to just go have a good time and if we lose power hopefully either brought by Disney so if we lose power that would be miserable with two babies so we want to decide if we lose power Disney never lose his power because they're magical so we'll be saying to Disney Hotel for sure so but anyway say your prayer for all the people in Florida I know and for anthro Texas because Texas is still going through some pretty rough stuff recovery wise as well so thank you guys so much for joining me I really appreciate it and I will be back next week as long as I have power I'll be back next Thursday with that last session and I'm really afraid it's going to be a little long but y'all can always watch it into chunks so thank you guys I hope you're having a great and start to your year and I will talk to you soon

Channel: Deanna Jump

Views: 5,403

Rating: 4.8987341 out of 5

Keywords: mrsjumpsclass, teaching, 1stgrade, firstgrade, kindergarten, deanna jump, get your teach on, getyourteachon

Id: dri8tSKnXvE

Length: 52min 8sec (3128 seconds)

Published: Sat Feb 10 2018