Tag Archives: Running Records

New Editions of Two Marie Clay Resources

Heinemann is proud to be the U.S. distributor of Marie Clay’s work. To influence new generations of teachers, the Marie Clay Literacy Trust brings us these refreshed editions of key titles. Marie’s words are untouched, but the Trust has updated references and surrounding features as appropriate. 

We are thrilled to announce the two newest editions of beloved Marie Clay favorites.

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Jennifer Serravallo: Focusing on Fluency

We’ve been talking about Jennifer Serravallo’s Five Lenses to Assess and Teach Readers online these past few months. Each lens is important on its own and can provide you with a piece of the puzzle, but by using these lenses—engagement, fluency, print work, comprehension and conversation—together, you will get the clearest sense of a student.

FLUENCY

Let’s take a look at fluency. Fluent reading both communicates that the text is making sense, and helps readers make sense of the text. To read fluently, students need to understand what they are reading. Some argue there is a chicken-and-egg relationship between fluency and comprehension. As Jen writes in her upcoming book The Reading Strategies Book, “There are exceptions to this rule of fluency and comprehension being inextricably linked. Have you ever met that child who reads a text sounding like he is reading lines for a Broadway audition, only to stop, be asked a simple question about what he just read, and have him tell you he doesn’t remember a thing? It’s important that in our attempts to teach children to read fluently, we don’t send the message that reading is just about performing.”

There are endless opportunities to assess and teach fluency. You can take notes during a whole-class or small-group shared reading, listening for how students use (or don’t use) punctuation. When conferring, you can listen to see how fluent or expressive a student’s reading sounds. Listen as students talk during partnerships or book clubs; do they choose text to support their thinking? Use warm-up and transfer groups to give children a chance to practice in a book that is easy for them, and immediately transfer the felt sense of fluent reading to their independent books. You can also take a fluency record or a running record in the context of any oral reading.

​There are a few parts to this goal of reading fluency:

  • Phrasing or parsing – putting words together into meaningful groups within a sentence.
  • Expression or intonation or prosody – reading to match the feeling of the piece, paying attention to ending punctuation and dialogue marks.
  • Emphasis – emphasizing words in the sentence to match the author’s meaning. Paying attention to text treatments (bold, italics, all caps).
  • Automaticity – reading known words automatically
  • Pace – reading at a pace that mirrors how we talk, not racing through words or reading at a labored rate.

Let’s take a closer look at some of the tools you can use to help you assess fluency. Running records were made mainstream by Marie Clay as a way to record what students do as you sit and listen to them read. We’ll discuss running records more next week when we focus on Print Work. A running record of a child’s oral reading can give helpful information about fluency. Listen as students read aloud, recording their pauses and instances of expressive reading. You can then go back and evaluate the number of words in a phrase group, where the pauses were and whether they were syntactically appropriate, and how often the reader paid attention to punctuation. High-frequency words are those words that appear most frequently in text. You can start with the most simple and most frequent words  (found by doing an internet search for “Dolch” or “high-frequency words”).

We wouldn’t expect readers at the lowest levels (A, B, C) to read with fluency, as their focus should be on one-to-one matching (reading one word aloud for each word in print) and pointing under the words – reading smoothly and this goal cannot live side-by-side. However, by level D we should expect some phrasing, and a by E intonation as well. Keep fluency in mind when matching students to Just Right Books. For readers J and above, look for level 3 or 4 on this NAEP Oral Reading Fluency Scale.

Have you ever thought of teaching shared reading as a small group? How are you a model of fluent reading in your classroom? As you consider the two lenses we’ve discusses so far (engagement and fluency), what resonates? We have created blank versions of some of Jen’s suggested engagement and fluency tools for you to download and use in your classrooms. Scroll down to the bottom of this post for both Microsoft Word and PDF versions.

For more tips, examples, and strategies from Jennifer Serravallo, join us on Twitter using the hashtag #literacylenses.

♦ ♦ ♦

Jennifer Serravallo is a national literacy consultant and the bestselling author or coauthor of the Heinemann titles Teaching Reading in Small GroupsConferring with ReadersThe Literacy Teacher’s Playbook K–2, and The Literacy Teacher’s Playbook Grades 3–6. She started out teaching grades 3–5 in Title I schools and then spent eight years as a national staff developer at the Teachers College Reading and Writing Project.

WORD

PDF
Blank Reading Log D-I WORD Blank Reading Log D-I PDF
Blank Reading Log J-M WORD Blank Reading Log J-M PDF
Blank Reading Log L+ WORD Blank Reading Log L+ PDF
Blank Rereading Log D-I WORD Blank Re-reading Log D-I PDF
Blank Reading Interest Survey K-2 WORD Blank Reading Interest Survey K-2 PDF
Blank Reading Interest Survey 3-6 WORD Blank Reading Interest Survey 3-6 PDF

Blank Engagement Inventory WORD

Blank High-Frequency Word List WORD

Blank Engagement Inventory PDF

Blank High-Frequency Word List PD

 

Jennifer Serravallo’s 5 Lenses to Assess and Teach Readers: Comprehension

Comprehension: Making Meaning Matters

Three weeks ago we started an online conversation around Jennifer Serravallo’s (@JSerravallo) 5 lenses for assessing and teaching readers using the hashtag #literacylenses. We discussed engagement during our first week, including methods of assessing engagement in students and classrooms. Then we moved on to the different  aspects of fluency: automaticity, intonation/expression/prosody, phrasing/parsing, emphasis, and pace. Last week we talked about print work/decoding. Our goal is to cover one lens each week, followed by a recap. We will be providing you with some of the assessment tools we highlight as well as strategies to help you teach.

This week we are going to focus on the fourth piece of the puzzle: comprehension. To truly read is to uncover meaning within a text, understand what the author is saying and have your own reactions and responses. We will be posting tips, tools, and strategies from four of Jen's books: Conferring with Readers,Teaching Reading in Small GroupsThe Literacy Teacher’s Playbook K–2 and The Literacy Teacher’s Playbook Grades 3–6.

We have created blank versions of some of the tools Jen discusses in her books for you to download and use in your classrooms. Scroll down to the bottom of this post for both Microsoft Word and PDF versions of the tools from week 1 (engagement) and week 2 (fluency).

If you’re on Twitter, we are using the hashtag #literacylenses to capture the conversation from beginning to end. We'll see you there!

WORD PDF
Blank Reading Log D-I WORD Blank Reading Log D-I PDF
Blank Reading Log J-M WORD Blank Reading Log J-M PDF
Blank Reading Log L+ WORD Blank Reading Log L+ PDF
Blank Rereading Log D-I WORD Blank Re-reading Log D-I PDF
Blank Reading Interest Survey K-2 WORD Blank Reading Interest Survey K-2 PDF
Blank Reading Interest Survey 3-6 WORD Blank Reading Interest Survey 3-6 PDF

Blank Engagement Inventory WORD

Blank High-Frequency Word List WORD

Blank Engagement Inventory PDF

Blank High-Frequency Word List PD

Jennifer Serravallo is a national literacy consultant and the bestselling author or coauthor of the Heinemann titles Teaching Reading in Small GroupsConferring with ReadersThe Literacy Teacher’s Playbook K–2 and The Literacy Teacher’s Playbook Grades 3–6. She started out teaching grades 3–5 in Title I schools and then spent eight years as a national staff developer at the Teachers College Reading and Writing Project.

PREVIOUS POST: Print Work | NEXT POST: Conversation

Jennifer Serravallo’s 5 Lenses to Assess and Teach Readers: Print Work

Print Work: Understanding Readers at the Word Level

Two weeks ago we started an online conversation around Jennifer Serravallo’s (@JSerravallo) 5 lenses for assessing and teaching readers using the hashtag #literacylenses. We discussed engagement during our first week, including methods of assessing engagement in students and classrooms. Last week we covered the different  aspects of fluency: automaticity, intonation/expression/prosody, phrasing/parsing, emphasis, and pace. Our goal is to cover one lens each week, followed by a recap. We will be providing you with some of the assessment tools we highlight as well as strategies to help you teach.

This week we are going to focus on the third piece of the puzzle: print work/decoding. We will be taking a look at running records and the three cueing systems readers tend to use: meaning (or semantic information), structure (or syntactical information, and/or visual (graphophonic information). We will continue to post tips, tools, and strategies from four of Jen's books: Conferring with Readers,Teaching Reading in Small GroupsThe Literacy Teacher’s Playbook K–2 and The Literacy Teacher’s Playbook Grades 3–6.

If you're going to be at the NCTE Annual Convention this week, you can catch Jen on Sunday, November 23 at 1:30 pm at the Reading and Writing: Tools For Learning, Thinking, and Problem Solving session.

We have created blank versions of some of the tools Jen discusses in her books for you to download and use in your classrooms. Scroll down to the bottom of this post for both Microsoft Word and PDF versions of the tools from week 1 (engagement) and week 2 (fluency).

If you’re on Twitter, we are using the hashtag #literacylenses to capture the conversation from beginning to end. We'll see you there!

WORD PDF
Blank Reading Log D-I WORD Blank Reading Log D-I PDF
Blank Reading Log J-M WORD Blank Reading Log J-M PDF
Blank Reading Log L+ WORD Blank Reading Log L+ PDF
Blank Rereading Log D-I WORD Blank Re-reading Log D-I PDF
Blank Reading Interest Survey K-2 WORD Blank Reading Interest Survey K-2 PDF
Blank Reading Interest Survey 3-6 WORD Blank Reading Interest Survey 3-6 PDF

Blank Engagement Inventory WORD

Blank High-Frequency Word List WORD

Blank Engagement Inventory PDF

Blank High-Frequency Word List PD

Jennifer Serravallo is a national literacy consultant and the bestselling author or coauthor of the Heinemann titles Teaching Reading in Small GroupsConferring with ReadersThe Literacy Teacher’s Playbook K–2 and The Literacy Teacher’s Playbook Grades 3–6. She started out teaching grades 3–5 in Title I schools and then spent eight years as a national staff developer at the Teachers College Reading and Writing Project.

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