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I'm still unsure / concerned about IR when students do not do this actively, especially if building stamina is a goal... We need to ensure that students are engaged in real reading - not fake reading on JRB's. We need to follow the model & be supported by the organisation of our texts in classrooms

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I'm still unsure about fitting everything into a reading session & the potential of IR time of 20 mins...
In Foundation, aim for a minimum of:
5 mins in term 1,
10 mins in term 2,
15 mins in term 3,
20 mins in term 4.
Keep in mind that the mini lesson should be no more that 10 mins in Foundation.

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I am still unsure about the 95% accuracy rate
Refer to P 18 Observing Readers

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Digital
Running Records
on Raz-Plus

With our online running record tool, Raz-Plus or Raz-Kids members can:

Assign a Benchmark Book from Levels aa-J

Assign a Benchmark Passage from Levels aa-Z2

Listen to students' recordings from reading aloud a book or passage

Score all student recordings using an online running-record tool

Listen to students' recordings of retellings

Score retellings using an online rubric

See quiz questions missed and a report on which comprehension skills to support or re-teach with each student

Reward students' progress through awarding stars to spend in the RAZ Rocket

Track your students' progress over time

Scoring

The information gathered while doing a running record is used to determine error, accuracy, and self-correction rates. Directions for calculating these rates are given below. The calculated rates, along with qualitative information and the student's comprehension of the text, are used to determine the student's reading level.

Qualitative Analysis

The qualitative analysis is based on observations that you make during the running record. It involves observing how the student uses the meaning (M), structural (S), and visual (V) cues to help her/him read. It also involves paying attention to fluency, intonation, and phrasing. Think back to the prompts you offered and how the student responded. These observations help you form a picture of the student's reading development.

The formulas below are used with the sample running record on the Marking a Running Record page.

Error Rate

Error rate is expressed as a ratio and is calculated by using the following formula:
Total words / Total errors = Error rate
Example:
99 / 8 = 12.38, or 12 rounded to nearest whole number
The ratio is expressed as 1:12. This means that for each error made, the student read approximately 12 words correctly.

Accuracy Rate

Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the following formula:
(Total words read - Total errors) / Total words read x 100 = Accuracy rate
Example:
(99 - 8) / 99 x 100 = Accuracy rate
91/99 x 100 = Accuracy rate
.919 x 100 = 91.9%, or 92% rounded to the nearest whole number

You can use accuracy rate to determine whether the text read is easy enough for independent reading, appropriate to use without frustration during reading instruction, or too difficult for the reader. The breakdown of these three categories is as follows:
Accuracy Rate Chart

Independent

Easy enough for independent reading

95% -100%

Instructional

Instructional level for use in leveled reading session

90% - 94%

Frustrational

Too difficult and will frustrate the reader

89% and below

Self-Correction Rate

Self-correction rate is expressed as a ratio and is calculated by using the following formula:
(Number of errors + Number of self-corrections) / Number of self-corrections = Self-correction rate
Example:
(8 + 3) / 3 = Self-correction rate
11 / 3 = 3.666, or 4 rounded to the nearest whole number

The self-correction rate is expressed as 1:4. This means that the student corrects approximately 1 out of every 4 errors.

If a student is self-correcting at a rate of 1:4 or less, this indicates that he or she is self-monitoring his or her reading.

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With our online running record tool, Raz-Plus or Raz-Kids members can: Assign a Benchmark Book from Levels aa-J Assign a Benchmark Passage from Levels aa-Z2 Listen to students' recordings from reading aloud a book or passage Score all student recordings using an online running-record tool Listen to students' recordings of

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I'm still unsure about definitions / examples of guided reading, shared reading (instructional practices) etc...

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I'm still unsure about time management for fitting everything in...
Revisit the model
? activities for supporting low achievers & extending high achievers (more activity based)
A guide:
Guided Reading to level Q
Then, depending on point of need of students:
Reciprocal teaching / structured small group activities from level R-T
Literature Circles S-V
Book Clubs U+ [refer to Literacy Resource folder in r drive]

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I'm still unsure about PRA / group activities...
Revisit the model.
What does your reading block look like now?

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I'm still unsure about where I find the time to teach new PRA's if I haven't done so during a teacher focus group...
You should introduce a new PRA as a teacher group.

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I'm still unsure about how to do the 100+ aspects of the lesson...
Revisit the model.
Consider the timing of the hour & stick to it.

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I'm still unsure about where vocab & grammar fit in the model...
The model includes explicit teaching of comprehension strategies, vocabulary & fluency
[and phonemic awareness in F/1]
This topic needs further discussion!

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I'm still unsure about the reading goal in IR...How do you decide?
Individual reading goals are driven by a variety of sources at the point of need (Gradual release of responsibility model):
Running records, Conferencing, Comprehension strategies are your starting

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How can pre readers read at 95% accuracy & stay on task / engaged for 20 mins?
IR's in Y1 should be able to sustain IR for 20 mins using Pre A & level A books
PLUS other reading activities such as...
songs, rhymes, poems, alphabet books, Big Books & classroom books.

(See Sharon for resources)

We need more Level A books.

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Who or what decides which goal students work on during IR?
Refer to response to Fiona.

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I'm still unsure about how many times it's acceptable for a student to re-read a text...
As many times as they want  (this practice builds fluency)
BUT they must always have other JRB's in their book bag!

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I'm still unsure where vocab, spelling, grammar fits...
Refer to response to Natalie.

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How to engage pre readers below A?
Use of Shared reading...refer to response to Mandy.

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What happens to our pre readers? They tend to sit & waste their independent reading time?
Engagement...

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Optimum time frame to conference each student within the term?
See each child 4 times per term?
In Y5/6 students should expect 3 reading conferences per term.

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How long should each reading conference go for?
10 minutes - refer to conference guide sheet
How would this structure go through reporting time? This needs further discussion at a team level to facilitate / effectively manage this task. [You can't do everything! More independent tasks to free up teacher groups]
What are some beneficial activities for EAL?
Visualising, Think Aloud strategies. Listening post, digital stories...

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Fitting it all into 60 minutes.
You need to manage your time within the constraints of the model.

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How do you know kids are ready for a book club (I.e. What level?)
How do you start one?

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What's the difference between modelled / read aloud
ReRefer to Overviews of Instructional practices

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How do you engage pre readers in independent reading?
Review  the use of Shared Reading as an instructional practice. Where possible use Big Books that have matching sets of small books.
? future use of digital books used as big books & students reading on iPads.