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| Preface | |
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| Acknowledgments | |
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| Rationale for Running Records: Meeting the Diverse Needs of Learners 1 | |
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| Introduction�Differentiating Instruction: Responsive Teaching Informed by Ongoing Assessment | |
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| Standardized Instruction with Nonstandard | |
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| Students | |
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| Inclusive Teaching for Universal Learning of Curriculum | |
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| Proactive Differentiated Instruction: Increasing Achievement for All | |
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| Differentiating Content | |
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| Differentiating Process | |
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| Differentiating Product | |
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| A Classroom with a Differentiated View | |
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| Getting Started on Differentiating | |
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| Assessment Leads the Way | |
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| The Bottom Line | |
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| Running Records as an Authentic Assessment Measure | |
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| Authentic Assessments | |
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| Running Records as Authentic Assessment of Growth in Reading | |
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| Document Progress with Curriculum-Based Measures | |
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| Running Records: Formative and Summative Curriculum-Based Measures | |
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| A Formative Running Record: When and Why? | |
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| A Benchmark or Summative Running Record: When and Why? | |
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| The Next Step | |
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| Running Records Step-by-Step: Assessment that Informs Differentiated Reading Instruction | |
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| Assessing Reading Accuracy | |
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| Running Records Inform the Assessment-Teaching Cycle | |
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| Communicating with Parents | |
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| The Running Record Process | |
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| Running Records Celebrate Strengths | |
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| Running Records Provide the Child with Immediate Feedback | |
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| Using Running Records | |
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| A Good Fit for Learning | |
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| The Goldilocks Test | |
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| Be Flexible about Book Selection and Number of Words | |
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| Tape the Session | |
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| Understanding the Codes | |
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| Keeping Score | |
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| Accuracy | |
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| Relating Reading Accuracy to Reading Levels | |
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| Error-Frequency Rate | |
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| Self-Correction Percent | |
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| Using Data to Plan Teaching Points | |
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| Sample Records for Practice | |
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| You're a Recorder Now | |
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| Digging Deeper: Reading Performance Reveals Process and Product | |
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| Assessing Reading Accuracy | |
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| Miscue Analysis: Using and Missing the Cues | |
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| Analyzing Miscues | |
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| Meaning Appropriate Miscues | |
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| Syntactically Appropriate Miscues | |
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| Miscues with Letter-Sound Similarity | |
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| Significant and Insignificant Miscues | |
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| Miscue Patterns | |
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| Sample Miscue Analysis with Words Correct Per Minute | |
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| Looking at Flow | |
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| Assessing Reading Fluency | |
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| Fluency: Multiple Components Working Synchronously | |
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| Reading Accuracy: Words Correct Per Minute | |
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| Confidence | |
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| Flow | |
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| Phrasing | |
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| Prosody | |
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| Prosody in Silent Reading | |
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| Assessing Overall Fluency | |
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| The Next Step | |
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| Assessing Reading Comprehension | |
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| Retelling: More than Summarizing | |
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| Why Use Retelling? | |
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| Making Retelling Useful | |
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| Teaching Retelling | |
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| Practicing Retelling | |
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| Assessing the Retelling | |
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| Guiding and Recording the Retelling | |
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| Feedback, Feed Forward | |
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| Completing the Retelling Checklist | |
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| Timetable for Retelling | |
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| Split Levels of Performance | |
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| Factors Affecting Performance | |
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| The Next Chapter | |
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| Differentiating Instruction Based on Data from Authentic | |
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| Curriculum-Based Measures (Running Records) | |
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| Differentiating Instruction in Word Reading | |
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| An Integrated Strategies Approach for Decoding | |
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| Analyzing Parts of Words | |
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| Collecting Words Learned | |
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| Many Mini Lessons for Word Study | |
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| Back to the Whole: Decoding Automatically and Integratively While Reading | |
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| Modeling Decoding Strategies and More | |
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| Guiding and Scaffolding Students' Use of Strategies | |
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| Promoting Self-Initiated Use of Strategies | |
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| Celebrating Self-Monitoring and Self-Correcting | |
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| Differentiating Instruction in Fluency | |
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| Components of Fluency | |
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| Countering the NASCAR Reader Effect | |
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| Importance of Oral Fluency | |
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| Rereading for a Purpose | |
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| Sight Vocabulary, High Frequency Words | |
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| Rereading Collaboratively | |
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| Readers' Theater: From Simple to Sophisticated | |
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| Radio Reading | |
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| Poetry Jam | |
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| Self-Analyzing for Fluency | |
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| Differentiating Instruction in Comprehension | |
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| Models of Comprehension | |
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| Seven Keys for Comprehension | |
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| Thinking Out Loud | |
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| Teaching Retelling | |
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| Modeling Retelling | |
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| Practicing Retelling | |
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| Self-Analyzing Retelling | |
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| Conclusion | |
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| Putting It All Together | |
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| Organizing the Classroom | |
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| Sound Teaching Sense | |
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| Managing the Flow | |
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| Involving All Stakeholders | |
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| The Rewards | |
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| Bibliography | |
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| Index | |