Where's the Glitch? How to Use Running Records with Older Readers, Grades 5-8

ISBN-10: 0325008493

ISBN-13: 9780325008493

Edition: 2006

Authors: Mary Shea
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Description: Many students find themselves struggling to learn from texts because glitches in their reading process block learning, cause frustration, and impede success. The source of these problems can be difficult to discern. Where's the Glitch? identifies why readers stumble and presents strategies designed to get them back on track and reading well. In Where's the Glitch? Mary Shea shows you how to use modified running records (MRRs) to pinpoint where readers struggle with comprehension, to determine their current reading level, and to assess the specific skills they already possess. Shea explains how to take an MRR and get meaningful assessment data on the spot - even in a busy classroom. Then, she describes how to use that information to plan interventions that integrate instruction in literacy skills with content - area studies. As a result, students increase their reading fluency, overall achievement, and motivation to learn. In addition, Where's the Glitch? includes a helpful tutorial CD that gets you started with MRRs. It contains recordings and transcripts of students reading aloud and retelling what they've read. After using the CD's reproducible forms and scripts to practice, you'll be familiar with each MRR step: marking miscues, analyzing miscues, calculating percent of accuracy, determining a fluency score, and evaluating retelling. It's the ideal way to sharpen your MRR technique in preparation for classroom use. Filled with numerous examples, tips, checklists, forms, and rubrics for assessment as well as a CD to help you become MRR proficient, Where's the Glitch? makes it easy to use running records effectively with older readers. You'll have all the tools you need to pinpoint any student's glitches then scaffold instruction to support a transition to reflective, independent, and strategic reading that's focused on meaning making.

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Book details

List price: $30.63
Copyright year: 2006
Publisher: Heinemann
Publication date: 7/18/2006
Binding: Paperback
Pages: 168
Size: 7.30" wide x 9.20" long x 0.40" tall
Weight: 0.946
Language: English

Mary Shea is an associate professor at Canisius College in Buffalo, New York, where she teaches in and directs the graduate literacy programs. Previously, she worked for many years in western New York schools as a classroom teacher, literacy specialist, and language-arts coordinator.

Acknowledgments
Introduction: Running Records with Older Readers?
Background for Modified Running Records
They Really Want to Learn
Literacy in Every Classroom
Learning Gone Astray
Flight or Fight
Heavy Baggage to Unload
Where's the Time?
Teaching What All Must Learn
In This Text
The Bottom Line Is Comprehension
Speaking Words, Reading for Gist
Silent and Oral Reading
Reestablishing Comfort with Reading Aloud
Retelling Versus Question-and-Answer Exchanges
Getting to Comprehension
Taking a Running Record
The Modified Running Record Process
Taking Modified Running Records
Establishing Positive Pragmatic Influences
Modified Running Records
Overt Demonstration of Reading
One-Minute Reading Probe
Marking Codes
Recording Data During the Reading
Conclusions
Summary of Modified Running Record
Steps for Conducting a Modified Running Record
Completing the Record
Why Retelling?
The Retelling Performance
Retelling Completes the Record
Guiding the Retelling
Retelling Demonstrations: Showing and Practicing the Process
Conclusion: Persistence Pays Off
Investigating MRR Results: Pinpointing the Glitches
Analyzing MRR Results
Global Indicators of Successful Retelling
What Else Is Analyzed? Looking from Macro to Micro Aspects
In-the-Moment Feedback
Debriefing: Sharing Results with the Reader
Feeding Forward: Setting Goals
Quantifying and Qualifying Results
Fluency: A Critical Component for Success
Fluency
What Is Fluency?
Oral Reading Versus Silent Reading
Assessing Fluency
Miscues
CD Practice with Fluency
Miscues
Analyzing Miscues
Significant and Insignificant Miscues
Self-Corrected Miscues
Miscue Patterns
Where Do I Go from Here?
CD Practice-A Complete MRR
On the Way to Comprehension
Comprehension Processes
Irwin's Model
Whole to Part and Back to Whole
Active Engagement at the Global Level Before, During, and After Reading
Summary
Acting on Conclusions
Repairing the Glitches at the Micro and Integrative Levels
Recognizing Words and Chunking for Meaning
Instructional Caveat
Planning Interventions: Matching Instruction to Needs
Prior Word Knowledge or Word Schemata
If ... Then Scenarios for Problems at the Micro Level
If ... Then Scenarios at the Integrative Level
Summary
Repairing Glitches in Global Meaning Processing
Helping Readers Construct Deeper Meaning
If ... Then Scenarios for Problems at the Macro Level
If ... Then Scenarios for Problems at the Elaborative Level
If ... Then Scenarios for Problems at the Metacognitive Level
Strategies for Deep Understanding
Conclusion
Implementing Interventions
Finding Time
Using Portable Assessments to Inform Instruction
Monitoring Throughout Lessons
Working with Colleagues
Publicly Celebrating Success and Nudging Forward
Teaching Diagnostically, Teaching Differentially with Forward Vision
Afterword
References
Index
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