| Instructional Decision-Making | Before Reading | During/After Reading | Letter/Word Work | Reading/Writing Connections |
|---|---|---|---|---|
Facilitator Notes
The Instructional Decision-Making Section introduces the framework, Additional Considerations for Analyzing Running Records for Classroom Teachers (“Additional Considerations Chart”).
The section is divided into two parts, Example 1: Watch and Discuss, and Example 2: Try It. Example 1 walks teachers through excerpts of the conversation between colleagues used to complete each of the three steps in the analysis, and to draw conclusions from it to support book choice and further instructional decisions. Example 2 provides the opportunity for teachers to complete the analysis themselves, and then compare their responses with those of the teachers in the videos. Lesson excerpts are included within some of the videos, and a transcript of each clip is provided to facilitate discussion.
The clips under each Step of the analysis in Example 1 not only show how to use the framework, but also address the significance of each of the three aspects of processing included on the chart: Tolds by the teacher, high frequency words, and monitoring. These topics are revisited with further lesson examples and commentary in other sections of the module.
EXAMPLE 1: WATCH AND DISCUSS
PREPARATION: Teachers will need to download or have available:
- Example 1 completed “Additional Considerations Chart”
- Example 1 running records (set of 3)
- Example 1 book texts (set of 3)
See also Suggested Reading for information you may want to provide for discussion during the Session, or as follow-up after.
BEFORE VIEWING: A question is provided above each set of clips to guide viewing and discussion.
DURING VIEWING: We suggest that teachers take notes related to the guiding question, as well as other thoughts and questions, while they view.
AFTER VIEWING: Discuss the clip(s) with partners, small and/or large groups before moving to the next question and set of clips.
EXAMPLE 2: TRY IT
PREPARATION: Teachers will need to download or have available:
- Blank “Additional Considerations Chart”
- Example 2 running records (set of 3)
- Example 2 book texts (set of 3)
- Example 2 completed “Additional Considerations Chart
- Optional:
- Collect a variety of Level 5-6 books to use at the end of the session, and/or
- ask teachers to bring their own sets of running records and texts from a struggling reader in one of their guided reading groups, or
- bring an example where you have used the chart with a colleague to analyze next steps for a struggling reader in your school.
BEFORE VIEWING: A question is provided above each set of clips to guide viewing and discussion.
DURING VIEWING:
- We suggest that teachers take notes related to the guiding question, as well as other thoughts and questions, while they view.
- Discuss the clip(s) with partners, small and/or large groups before moving to the next question and set of clips.
AFTER VIEWING:
- You may want to distribute other Level 5-6 books for teachers to examine and discuss which of them would be suitable for moving forward the reader in the videos and why.
- Practice using the chart with running records and texts teachers have brought from struggling readers from their own guided reading groups, or an example from your own use of the chart with a colleague.
- Schedule and conduct analysis sessions with individual or small groups of teachers, using running records from students they are concerned about.
- Discuss how to overcome any practical obstacles to implementing this analysis and brainstorm solutions. For example, one obstacle might be collecting multiple running records on a child of concern within a short span of time. (Consider taking running records during independent reading conferences; adding an individual short session; rearranging guided reading schedules; getting help from coach or other professional, etc.). Even short-term individual attention to a struggling reader will not only allow collection of running records, but provide new insights difficult to obtain only in a small group.