A a teacher you know that assessment is key to effective instruction.
Running records are excellent assessment tools for on the spot observation of oral reading fluency. And when combined with a comprehension assessment, the running record makes it easy to determine student reading levels and make instructional decisions on the spot.
Each of the Super Packs featured in the Resource Library come complete with a paired running record. Each running record allows you to assess student use of the 3 cuing systems in order to determine how you can best support your students.
3 Cuing Systems Used by Effective Readers
When readers engage with text, they employ three cuing systems to make meaning of the text. Through observing a child’s use of these systems, teachers can determine what type of instruction is needed in order to differentiate your instruction. In short, running records will give you a very clear picture of what your students need to work on to improve their reading.
1. Meaning – Does it make sense?
When readers attend to meaning, they consider the following:
- Story Sense
- Prior Knowledge
If readers are able to decode words and read fluently with intonation, chances are they are using meaning cues. A reader cannot use voice inflection if they do not comprehend the text. In other words, in order for a reader to change his or voice in a way that reflects what is happening in the story, they must attend to the illustrations and the sequence of events or character description to know whether or not it is appropriate to read the words quickly, slowly, or with inflections. If a student reads in monotone, it may be a sign that he or she is not making meaning while reading. As a result, you may want to provide that child with reading comprehension support.
2. Structure – Does it sound right?
When readers attend to structure, they consider the following:
- Natural Language
- Knowledge of English
- Grammatical Patterns
- Language Structures
If readers are able to decode words with high levels of accuracy and read fluently, chances are they have a secure understanding of how our language works. When children make mistakes while reading, they tend to do one of two things:
- They both blow right past the mistake and continue reading
- They go back and try the word again
When readers fail to notice their mistakes, they are exhibiting a failure to make meaning and understand structure. When children notice their mistakes and try to fix them, they exhibit their ability to attend to the meaning of the text. In other words, if a child does not know they have made a mistake while reading, they do not comprehend what they are reading and need support in both meaning and structure. But, if a child goes back and tries words again, chances are they will benefit from support that builds vocabulary and phonetic awareness.
3. Visual – Does it look right?
When readers attend to visual clues, they consider the following:
- Sounds and Symbols
- Conventions of Print (directionality, words/spaces, letters, beginnings/endings, punctuation
Again, if readers are able to decode words with high levels of accuracy and read fluently, chances are they have a secure understanding of how our language works and what it looks like when printed on a page. If readers make mistakes while reading, and are unable to self-correct their mistakes, chances are they need additional support making connections between new words and words they already know in order to improve oral reading fluency and accuracy. If readers are unable to determine whether or not the words they say when reading look right, you might try providing them with additional phonics and word study support.