Monday, March 5, 2012

Laughing through Monday

My kids were the cutest things ever today!  They had me laughing out loud today on several occasions. 

One little firstie wrote in his How To book on how to get dressed for soccer, Put on your shirt so you don't show off your pecks!  Where do they get it?  Just love them to pieces!!

So I wanted to show you what I do once I collect all my information from a running record.  In this case it is DRA which is a bit more comprehensive but I still use the Miscue Analysis sheet to help guide me with my decisions for each child.

Here is a link to it in case you need it: Miscue Analysis

After the running record, I spend a very lovely evening (that's a stretch) review the running records and noticing what each child is doing.  I look at what they are successfully using and what I need to support them with.  Then I create a document that holds my whole class.  It tells what level they are at, their accuracy, comprehension, words per minute read, what group they are in, what goals I have set to teach and support them with, and what intervention they go to.  My school has two separate intervention times because we have a Tier problem, meaning too many meet the criteria :( 

This is what it looks like (note the codes on the 3rd page):

It's very helpful when planning my guided reading groups.  While in the groups, I can hit on something with one child or I can do a quick lesson for them all.  I also attack my goals during my conferring time while they are working in partnerships. 

Here is a blank form for you to work from: DRA Information blank (I have also given access to edit this form).

Goals (you may need more or less for your class depending on your needs):

Word work: when a child is not using their visual information (Does it look right?) we start noticing patterns within words, deleting/substituting phonemes, etc.

Strategies: Does it make sense? Does it sound right? Does it look right? if not, what do you do next?

Monitor for Meaning: A child that is only using their visual information (chunking words, sounding it out) and not thinking about the story

Vocabulary: when a child comes to words that they have never heard of it is time to attack oral language while integrating vocabulary

Comprehension: when a child needs support with retelling, predictions, connections

Fluency: the reader is choppy or rereads so frequently that you lose sight of the story

Blending: this is for my lowest students, just practicing the basics

Hope you see that a little time helps a lot with preparation!  Let me know if you have any questions.


  1. These are great! We use DRA2 and I can't wait to try these! Thank you so much for sharing these!

  2. These are seriously great! Thank you for sharing!! I will use these to rework my groups and documentation.


    Thanks again for the award!