A First Timer’s Guide to Registering for the Literacy for All Conference

We’re excited to announce we’ve opened registration for the 28th Annual Literacy for All Conference, co-hosted with The University of Maine, and the University of Connecticut. This year the conference will be held October 22–24, 2017 in Providence, Rhode Island. While we know many of you are veteran LFA attendees, each year we have more and more new faces joining us in Providence. Welcome to all first timers!

We have made it even easier to register for the Literacy for All Conference! Simply visit www.regonline.com/lfa2017 and enter your email address to begin your registration process. We’ve put together a little guide to our online registration system to help make the process as quick and painless as possible.

An Important Note

We have created an online registration process that seamlessly guides you through the steps of registration. Please do not use your Internet browser’s “back” button if you want to go back and make a change, as it will cause errors and you will not be able to complete your registration. Instead, if you need to change something, complete your registration and then email us at literacy@lesley.edu, and we will make the changes for you.

Before You Register

First, you should make a list of all the sessions you want to attend. You can find the full list on our website. Each time block is listed with a letter, ie: LCA, LCB, etc. Then, each session within that time block is numbered. So, the full session code will read something like LCA-1 or LCC-4. You can only choose one session per time block, so you should have one LCA, one LCB, and so on.  Please note, that on our online registration system, RegOnline, the sessions are listed with only the code and the presenter name, not the session title, as shown below.

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The only variation is in the In-Depth sessions, which occur either in the C or F blocks. In-Depth sessions are three hours long, not the normal 90 minutes, so if you choose an In-Depth session for your C or F, you will not be able to choose a D or G, respectively, as the In-Depth session will run through that time.

If a session doesn’t appear on the drop-down menu that means it is sold out and you will have to choose another session. Sessions do sell out, so we recommend registering as early as possible to ensure you get all your first choices.

Second, know your method of payment. If your district will be paying for you with a purchase order, you don’t need to know the purchase order number to register. If your district will be paying for you with a credit card, you can still register yourself. When you get to the checkout screen, simply choose “Pay with Purchase Order” and then have your district call us with the credit card number, or fax or email us the PO within ten business days of registering.  Please note, if you are paying with a purchase order (PO), we require that you submit a copy of your PO to secure your registration.  If your PO has not been received by the opening of the institute, you will be required to provide a credit card in order to attend the institute.

We recommend that all attendees register themselves. The process begins with an email validation– you’ll receive an email with a secure link, which you’ll need to click on in order to continue your registration. Forwarding these emails can sometimes be tricky, so we recommend you register yourself to avoid confusion.

If someone else has to register for you, we recommend that you choose your sessions ahead of time and give the list of sessions, including session code and presenter name to the person registering you.

When entering in your personal information, please note that there are separate spaces to enter your school district and your school name, as shown below. When entering your district, please don’t use abbreviations like RSD or UFSD– if the district has a separate name (ie: Oxford Hills School District) please use that; alternately, please spell out the words Regional School District. This will help us keep uniformity in printing name badges, and help match up registrants to purchase orders when we receive them.

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Confirmation

When you’re done registering, you will see a screen confirming that your registration is complete. If you don’t see that screen, you haven’t finished registering yet! Once you get to that screen, be sure to read it thoroughly, as it contains details about which sessions have required readings and materials, a list of conference policies, your own detailed agenda based on the sessions you selected, and other helpful links.

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In addition to the confirmation page, a confirmation email will be automatically sent to the email address you provided. If it doesn’t appear within an hour of you registering, check your spam and junk folders, as some email providers mark emails from RegOnline as spam by mistake. In the past, many were not able to receive RegOnline emails, because many schools block emails from RegOnline, so if you have a personal email address, we encourage you to use it, instead of your school email, when registering.  If you don’t receive your confirmation email at all, please email literacy@lesley.edu and we will re-send it to you.

Please help us be environmentally conscious! Do not print out your confirmation message to mail in with your check or PO. Instead, just make sure your full name and district are written on the PO or in the item line of the check. That’s all we need to match up your payment with your record in the system.

Conference Events, Exhibit Fair, and Other Information

The conference registration desk hours are as follows:

  • Sunday, October 22, 2017: 10:00 am–6:00 pm
  • Monday, October 23, 2017: 7:00 am–5:00 pm
  • Tuesday, October 24, 2017: 7:30 am–9:00 am

The conference help desk will be open 7:00 am – 6:00 pm each day.

Literacy for All also includes an exhibit fair with booths showcasing classroom services and products for all grade levels and subjects. Exhibit hours are 4:00-6:00 on Sunday, 10:00–6:00 on Monday, with the Exhibit Fair from 5:00–6:00; and 7:30–3:30 on Tuesday. During the Exhibit Fair on Monday, you can enter to win something from our prize raffle, and get books signed by some of our featured and keynote speakers.

Please visit the conference website, www.lesley.edu/literacyforall, for information on hotels, parking, attendance policy and certificates of attendance, and sessions with required readings/handouts/materials.

Have questions? You can contact us anytime at literacy@lesley.edu or by phone at 617.349.8402.

Looking forward to seeing you all in October!

Setting the Stage for ­­­­Joy and Independence in Reading

by Irene Fountas, Director of the Center for Reading Recovery and Literacy Collaborative, Author, and Featured Speaker at the 2016 Literacy for All Conference

A classroom is a place where children can thrive in a language-rich, print-rich, social environment every day of the school year. When you support continuous inquiry, children’s fascination with people and the world, and multi-text based learning, you engage the hearts and minds of your students. They learn how to learn and develop a sense of agency that will propel their literacy learning across the year.

2-kids-choosing-books

 

The foundation of growing up literate in our schools lies in authentic literacy learning that brings together children’s language and background experiences with the world of print and media. It begins with getting wonderful books in every child’s hands and selecting high quality complex texts that capture children’s attention with the language, craft and ideas of fiction and nonfiction texts. And it continues when the fabric of the classroom is reading, thinking, talking and writing about books.

The early milestones for developing students’ views of themselves as readers and writers include setting up an organized classroom library in a range of relevant and appealing categories, providing a variety of enticing book talks and teaching your students to do the same, teaching students how to select books that interest them and they can enjoy, teaching students how to talk to each other about books, and introducing the reader’s notebook as a place to reflect on reading through writing.

When students spend their time reading books, thinking about books, talking about books, and writing about them, they build the stamina and independence that places books at the center and promotes a lifetime of joy in reading.


Irene Fountas will be speaking at the upcoming Literacy for All conference, October 23-25, 2016 in Providence, Rhode Island. Her sessions include:

Sunday, October 23, 2016

Celebrating the Twentieth Anniversary of Guided Reading: Elevating Teacher Expertise in Differentiated Instruction (Grades K-5) 

Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA
Gay Su Pinnell, Author/Professor Emerita, The Ohio State University, OH

 

Monday, October 24, 2016

Digging Deep: Teaching for Reading Power in Guided Reading Lessons (Grades K-5)

Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA
Gay Su Pinnell, Author/Professor Emerita, The Ohio State University, OH

Young Writers and Sensory Detail

by Guest Blogger Brian Heinz, Author and 2016 Literacy for All Conference Featured Speaker

Brian Heinz

Remember that February trip to Puerto Rico? You stepped from the airport into warm tradewinds carrying the scent of the sea and hibiscus blooms. The chatter of fluttering bananaquits filled the treetops, and the cricket-like croak of the the tiny, elusive coqui punctuated the Spanish dialog and tropical music. Never been to Puerto Rico? It doesn’t matter. When you experience any place fully, it is internalized through your senses.

In my years of teaching Language Arts to elementary and middle school students, one of the shortcomings common to weak writing was the absence of sensory detail. Our young writers tend to be ‘visual’ writers, naming things that the reader can visualize, but forgetting that we experience places and events through all five senses. Many of my books for young readers are researched on location – riding a dog sled at -20 degrees in Canada, ten days in the Cheyenne River Canyon with wild mustangs, rafting swift rivers, or camping in wolf country. I amass sensory details that allow my readers to vicariously experience the environments and the events portrayed in my narrative fiction and nonfiction books.

With my young writers, I’ll often employ a “sensory template” to create a pool of words from which they can draw to enhance their writing. This list includes the five basic physical senses: sight, sound, smell, taste, and touch. (But remember, not only do your fingers ‘feel’ things. Our hair lifts with the breeze, our skin feels the dampness of a fog, your feet sink into mud or moss.)

We start with a statement that incorporates three critical elements of ‘story,’ the character’s name, a principal verb to create an action, and the setting (time and place.) This opening image launches our word bank. For example, if we decide to create a piece about a boy boating on a pond, the statement and choices may look much like this collection from a fourth grade class:

Michael is rowing his boat on a pond at sunrise.

See? : water, waves, ripples, flowers, grass, lily pads, fish (eel?), frogs, dragonflies, ducks, swan, trees (pines, oaks, or maples?), other boats, house, log, dock, people, clouds, bubbles, rocks, sand, reflections, alligator, turtle

Hear: croak, pop, buzz, splash, whoosh (wind), quack, crunch, plop, rustle (leaves), voices, laughing, chirp, thunder (rumble), snap, hiss, squeak (the rusty oarlocks, or a mouse)

Feel: wind, wet, rocking of the boat, sweat, raindrops, wooden oars (in his hands), tired, sleepy, warm sun on his face

Smell: roses (garden), smoke (fireplace), barbecue, dead fish

Taste: candy, chocolate, gum, sweat, peanut butter sandwich

I reminded this class that they need not include all five senses on their opening page. If Michael is rowing a boat, he may not be eating at the moment. This is the writer’s choice. The parentheses above are my doing, as I push my writers to be specific, to use precise language. Readers cannot visualize a ‘fish,’ but a mind readily captures the image of an eel. Keep a wary eye for students who generalize. Have them name flowers, or trees, or fish, or birds.

At this point, I create an opening paragraph using some of their words, which I underlined:

Michael pulled on the wooden oars. The boat rocked forward on a row of ripples. Frogs croaked from the lily pads and the sweet smell of roses drifted across the water.”

This paragraph pulls the reader immediately into the story. Now I can add another critical element: The Problem. Imagine this as the next paragraph: “At the center of the pond, Michael rested a moment. Suddenly, something large and dark raced upward and slammed into the floor of the boat, almost tossing Michael into the water.” Perhaps it’s the alligator from our word list? I haven’t said so yet. This creates suspense. Every student would want to turn the page. I could continue: “The water settled down. All was peaceful. A second time the boat was struck, splitting the floorboards, and water rushed in.” Now, I can mention that Michael can’t swim. The class is riveted. I’ve compounded the problem, still employing sensory detail.

In choosing mentor books, examine where, and how often, the authors employ sensory detail. Many of my books are used as mentor texts by teachers around the country. These include The Wolves, Cheyenne Medicine Hat, and NANUK: Lord of the Ice.

When a student, writing about being on the beach last summer, writes this – “While I was walking along the beach, I could smell food cooking on the barbecue.” – I don’t share in the experience. The sentence is permeated with passive verbs, general terms, and lack of sensory detail. But rewrite the idea this way – “My feet sank into warm beach sand as hot dogs sizzled on the grill.” We feel the sand, see the beach, hear the food cook, and smell a specific meat!

In a shorter sentence, the scene has become vivid. We have pulled the reader into the scene and allowed them to re-live the experience by using specific language and sensory details.

A word of caution as your students begin to employ their sensory details. There is often a transitional stage where students tell their readers what to experience by using preparatory terms like I felt… I saw… I heard… I smelled…  and I tasted.

Examine these two paragraphs, the first with the telling tags, the second without such tags.

“When I was at the beach I heard sea gulls screaming. I saw them diving into the water. I felt the sun on my face and I felt the wind blowing my hair. I saw a wave coming and I heard it crash on the shore. I could smell cotton candy from the refreshment stand.”

“At the beach, screaming sea gulls dove into the water. The sun beat down on my face and waves crashed onto the shore. Wind blew through my hair and carried the scent of cotton candy from the refreshment stand.”

 

Brian Heinz is the award-winning author of 18 books for young readers. His picture books include fiction and nonfiction, in prose and in verse, and in multiple genres including historical, fantasy, nature, adventure, and coming-of-age tales. His teachers’ text, Construction & Revision: A Writer’s Handbook for the Language Arts Classroom, will be released this September. A native of Long Island, he taught Language Arts and Science for 28 years. He now presents at more than ninety schools and conferences a year, and teaches “Writing for Children” at the prestigious Hofstra University Summer Writers Program. Visit him on the web at www.brianheinz.com to peruse his works, awards, and program offerings.

Brian Heinz is speaking at the Literacy for All Conference on:

Monday (10/24):

1:30pm – 3:00pm: Story: How Do I Tell Thee? Let Me Count the Ways (Grades 5-8).

3:30pm – 5:00pm: Revision & Editing: The Truth and Nothing But the Truth (Grades 3-8)

Tuesday (10/25):

10:15a – 11:45am: Revision & Editing: The Truth and Nothing But the Truth (Grades 3-8) *repeat session

Elevating Teacher Expertise: Key to Literacy for All Children

irene_fountas_2012_webby Irene Fountas, Author and Director of the Center for Reading Recovery and Literacy Collaborative at Lesley University

Over the decades, we have witnessed a variety of perspectives on the essentials of high quality literacy opportunities for children. Though we have seen a variety of approaches to instruction and arguments about content, the key role of teacher expertise in schools must be at the forefront of systemic change if we are serious about educating every child.

This means abandoning the notion that adopting a new set of materials, another new program or getting better units will be the most important factor. Of course we want beautiful books and high quality materials that support global learning but we need to reckon with the fact that what teachers know and understand as they make minute-by-minute decisions within the act of teaching is what will make the biggest difference in student learning. This will mean an investment in continuous professional learning with a focus on creating a culture of teacher growth in our schools.

Four key areas of expertise are essential for literacy teachers:

1. Expertise in Systematic Observation and Assessment  

Teachers need to be able to observe carefully what students know and are able to do as readers, writers, listeners, talkers, or viewers and they need to be skilled at using this information to guide teaching. Skilled observers note the precise language and literacy behaviors the child reveals and understand how the behaviors reflect the child’s building of a processing system for literacy. They can use that knowledge to make their next teaching move. Responsive teaching meets the learners where they are and brings them forward with intention and precision.

2. Expertise in Understanding the Reading and Writing Process and How it Changes Over Time  

Teachers need to know what proficient reading and writing looks like and sounds like. Through observing effective processing and how it changes over time, teachers build understandings of how readers and writers build a literacy processing system and can teach towards those competencies. This means teaching forward with a clear view of the competencies and the ability to note changes along the way.

3. Expertise in Understanding the Demands of Texts  

When teachers understand the ten characteristics of texts (Fountas and Pinnell), they can anticipate the demands and scaffold each reader in taking on new ways of processing increasingly complex texts. When teachers are able to analyze mentor texts, they can help writers learn how to write for a variety of purposes and audiences from effective writers of every genre. Knowledge of texts also enables the expert teacher to use different texts for different purposes.

4. Expertise in Core Instructional Procedures  

Teachers need to develop an expertise in a set of highly effective instructional procedures that can be linked to student learning. The procedures need to reflect elements of high impact teaching such as good pacing, intensity, and transfer. This includes knowing when whole group teaching, small group teaching, or individual teaching is appropriate and effective for the students. This also requires knowledge of the texts that provide the appropriate amount of support and challenge to assure new learning.

We have long known that what teachers know and can do is the most important factor in student learning. This means going beyond scripts and one size fits all lessons delivered the same way to students to complex teaching that is grounded in teacher understanding. We argue for the kind of thoughtful teaching that means not just changing what teachers do, but how they think about what they do. This means a school filled with educators who value and actively seek continuous professional learning and administrators who understand the investment in teacher expertise is the soundest long-term investment in student learning.

Our team at the Lesley University Center for Reading Recovery and Literacy Collaborative provides a high level professional development for teachers and administrators to support these areas of expertise. We hope you will join us for an institute, a seminar series, or a long-term partnership to create the systemic change that assures every child grows up literate in our schools. www.lesley.edu/crr 

So How Are Your Reading Interventions Working?

toni's photo for blogby Toni Czekanski, Assistant Director, Center for Reading Recovery and Literacy Collaborative

Schools and school districts spend a lot of money on interventions designed to help students who have difficulty learning to read or write become more proficient in a short amount of time. This is the goal: to close the achievement gap. But how well are you implementing your interventions, and how often are you monitoring data on these students to be sure that what you are doing works for them?

LITERACY COLLABORATIVE

364In Literacy Collaborative we talk about Fidelity of Implementation. Usually it is in terms of your implementation of the LC model: leadership team, effective classroom teaching supported by ongoing professional development and coaching, shared leadership, data monitoring, and then…intervention. On the Fidelity of Implementation document we ask you to consider what you are doing for reading and writing interventions and how those interventions are working. What is the payoff for your students?

READING RECOVERY

Teacher and studentIf you have Reading Recovery in your school as your Tier 3 intervention, there are already built-in processes to help Reading Recovery teachers monitor their work with students. Each day they review what happened in the lesson, take a running record of a book that was introduced the day before, and make plans for where to take the student next. These teachers keep track of each student’s performance on a daily basis, and enter it annually into the national IDEC database. Each year these statistics are reviewed and an annual report is published on the successes and challenges related to Reading Recovery student achievement.

It is incumbent on each school to scrutinize their Reading Recovery teaching and data with the same rigor. In this way, the school is ensuring that students get targeted instruction that conforms to the national standards. That is the only way students who are in the bottom 20-25% of their class can possibly hope to not only catch up to the average students in their grade, but sometimes surpass them…and continue to thrive as they move up through the grades.

LEVELED LITERACY INTERVENTION (LLI)

LLI group photoWhat about Leveled Literacy Intervention? In order to implement this small group intervention with fidelity, lessons should be thirty to forty-five minutes long (depending on the level), and the LLI teacher should meet with students daily. Just as in Reading Recovery, frequent assessment assures that the students are working at their growing edge, and that the time spent on this intensive intervention has pay-offs when students meet or exceed the reading performance of their on-grade-level peers.

Schools that have invested in training LLI teachers and in materials to support the intervention then need to insure that the intervention is administered with fidelity. LLI students have been identified as needing help to succeed with reading and writing. If they do not receive the intervention as designed, then schools are compromising the ability of these students to make the big gains necessary to close the gap between them and their on-grade-level peers. Intervention is about hard, targeted teaching designed to make swift achievement gains. What can your school leadership team do to insure that interventions are administered as designed?

Whatever interventions your school uses, here are some things you might consider:

  • Time: is the time you have allotted for your interventionists to work with students adequate? Can they meet with students five days a week for the prescribed amount of time? Do they have adequate time between lessons to reflect on their teaching and record data? If time is tight, how might you stretch it?
  • Training and Monitoring: Have interventionists received adequate training in how to use materials and monitor data? Do they engage with ongoing professional development to keep their teaching skills sharp? Do they meet with other interventionists in the district to share experiences and problem-solve dilemmas?
  • Data analysis: Do interventionists have time to analyze data and meet with literacy teams to problem-solve when students are not making adequate progress? How frequently does this happen? Reading Recovery and LLI are short-term interventions. If students are not progressing after ten to fifteen lessons, another pair of eyes and ears might help to make shifts in the teaching that will help students be more successful. What procedures are in place to re-evaluate instruction that is not working and support interventionists who might need help in analyzing their work?
  • Team work: Do the administrators, classroom teachers, interventionists, and literacy coaches work as a team to develop intervention plans and monitor them for success? Does the administrator support the interventionists with time, space, materials, and ongoing professional development opportunities? Does the team meet periodically to review the progress of students taking part in interventions to determine whether those interventions are successful? What are the criteria you use to determine success?

These are all hard questions, but they can help you with the bottom line. And that bottom line is working toward student achievement through the diligent planning and implementation of effective interventions. An intervention can only be successful when done with rigor and fidelity, and when it is supported by close examination of assessment data and teaching practices.

Balancing Opportunities for Children to Think and Talk About Text

Kathleen-FayGuest blog post by Literacy for All Conference featured speaker Kathleen Fay, Primary Literacy Collaborative District Trainer for Fairfax County Public Schools in Virginia

When I taught Reading Recovery, I remember being blown away by the question, “What is the child’s theory of reading?” I hadn’t thought about interpreting behaviors to reveal a possible reading theory for each child. One child may enter school with a solid foundation that books make sense, we talk about them, and we have favorites. Another child may think that reading is getting the words right, or remembering the words. School situations, testing situations, home interactions, bedtime stories, listening to a funny story, being asked about ideas… each interaction has the potential to contribute to a child’s theory of reading, positively or not, regardless of intention. As teachers, we only have control over what goes on in our classrooms. As such, what we say to children, how we listen to them, and how we respond to them, can contribute to their identity as a reader (a writer, a learner, a person) and how they perceive what reading can do for them. It is as exciting as it is daunting.

Here’s an exaggeration to illustrate my point. A child reads a text during a guided reading session and is asked a series of questions to follow up: What happened? What happened next? What happened at the end? What was your favorite part? Why do you think the author wrote this story?

Regardless of the intentions behind this interaction, there are possible contributions to the child’s in-the-head theory: Reading is about remembering what I read. I have to prove to them I just read the text.  My responses are either right or wrong. I should like what I read. Once I figure out what my teacher wants me to say, she’ll be happy with me, or she’ll leave me alone.

We want kids to be active and genuine in their thinking. To reveal this thinking, we have to have authentic conversations with them. Yet we have to be careful of our tone and that even open-ended questions don’t feel like a barrage. I have to constantly remind myself to be genuine. Wait. Listen. Talk with. Especially with tentative children, I’ve tried to use statements instead of questions:

  • I wonder what you’re thinking…
  • Let’s pick a part to talk about…Let’s talk about…
  • I wonder why [the character] did that.
  • Wow, I didn’t know that! That makes me think …

Interacting this way, the theory we hope to be building is: Someone cares about what I think. I have something to say. My ideas matter. It’s okay not to know. Sometimes people aren’t sure, but they share what they are thinking anyway. There are books we like and books we don’t like. I can learn something when I read.

It’s not about which prompts or opening moves are right but the importance of balancing opportunities for children to think and talk about text and that the joy and pleasure in books may not be about the author’s message or the main idea of the story. Sometimes it’s just about enjoying a few quiet moments of undivided attention that isn’t scripted or defined by standards. I’m reminded of this when I read with my daughter. For the past few weeks we spend time every night searching for the ten hamster children, noticing another parallel in the illustrations, and playing with different voices in Peggy Rathman’s Ten Minutes Till Bedtime (1998). In these moments, books bring us together. My hope is that our quiet (or very loud) talk, impromptu reactions, and play with texts build her theory that reading is worthwhile and what she contributes is valued and brings meaning to this enjoyable experience.

becoming-one-communityKathleen has more than 20 years of experience working as a classroom teacher, Reading Recovery teacher, and most recently, as a Literacy Collaborative Coach in Title I schools. She is co-author, with Suzanne Whaley, of Becoming One Community: Reading and Writing with English Language Learners (Stenhouse, 2004). She will be presenting at the upcoming Literacy for All conference in Providence, RI. Her sessions on Monday, November 3 and Tuesday, November 4 include: 

LCD-5 — Keeping Meaning at the Forefront of Book Introductions (Grades K–2)

LCF-3 — Keeping Meaning at the Forefront of Book Introductions (Grades K–2) 

LCG-2 — Using Small-Group Read-Alouds to Support Young Readers (Grades K–2)

Running Records- Part 1

by Diane Powell, Center for Reading Recovery and Literacy Collaborative

Josh's rrI’m going to share some thinking from the questions that were posed by teachers on previous Center for Reading Recovery and Literacy Collaborative Twitter chats and could be a help to educators everywhere.  I’ll be using Marie Clay’s text An Observation Survey of Early Literacy Achievement and Fountas & Pinnell’s The Continuum of Literacy Learning, PreK–8 as resources so you’ll know of appropriate resources to use in your continuing search for guidance around the use of Running Records.

1. Can you share strategies for helping teachers see value of Running Records as formative assessment rather than an event at the end of the term?

Teachers are very busy these days and unless they understand the power of Running Records and the rationales for using them, they will see them as optional or mandated a few times per year. One thing that often helps teachers see their value is to have them follow one reader over time by capturing the reading behaviors the reader demonstrates during oral reading. Looking across records of oral reading begins to show the teacher the ways in which the reader’s processing power is changing over time. It also allows us to think about how our teaching is impacting the learning of the reader –or not. The Running Record allows us to see how the reader is using strategic actions for thinking within the text – those he is using and those he is neglecting to use. How is the reader working in a balanced way to gain meaning from a text? What does he do when he comes to an unknown word? How is the reader showing us he’s monitoring his reading? How does his reading sound with respect to aspects of fluency? How does the reader search for and use information sources to read or self-correct? How does the reader adjust his reading depending on the text and the purpose for reading? All of these kinds of information can inform our teaching and the student’s learning. Yes, it takes some time, but the teaching becomes so much more powerful based on what we find in the Running Records.  Using them only occasionally is like taking only a portion of a prescription a doctor gives you – it doesn’t reach the problem to provide long lasting improvement for the reader!

 

2.  How often should readers be assessed with Running Records? How often should teachers be doing Running Records, besides benchmarking?

That depends on the reader. If a reader is making steady progress in his reading, it makes sense to check in with him every 2-3 weeks to be sure his trajectory continues in the right direction and he’s taking on new learning as well as strengthening his reading powers. High progress readers should probably have a check in about every 4-6 weeks to be sure they, too, are continuing to progress.

 On the other hand, if the reader is reading below grade level, he needs more frequent checks. A teacher should plan on capturing his reading every two weeks to see if any of the teaching that you’re doing is impacting his learning. If not, you need to adjust the teaching to work from the reader’s current strengths and move him forward. That’s often easier said than done and it may require help from a colleague who works with struggling readers or a coach who can see things you might be missing. Make sure you reach out for help in working with readers who are not making progress. They may be taking on the learning differently than you imagine and your teaching might be missing them where they are.

Part 2 of this post (next week) will answer some of the remaining questions on Running Records from our previous Twitter chats!