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Running Record Example: Early Childhood Literacy Assessment
Introduction:
Are you an early childhood educator grappling with the intricacies of running records? Understanding how to effectively conduct and interpret these assessments is crucial for supporting young learners' literacy development. This comprehensive guide provides a detailed running record example for early childhood settings, breaking down each element for clarity and practical application. We’ll explore the process, demonstrate a sample record, and equip you with the skills to effectively analyze a child's reading progress. By the end, you’ll be confident in utilizing running records to inform your teaching strategies and create personalized learning experiences.
Understanding the Purpose of Running Records in Early Childhood
Running records are a powerful formative assessment tool used to analyze a child's reading performance in real-time. Unlike standardized tests, they offer a nuanced, qualitative look at a child’s reading process, highlighting strengths and areas for improvement. This detailed observation provides invaluable insights into:
Accuracy: How many words the child reads correctly.
Fluency: The child's reading speed, expression, and phrasing.
Comprehension: The child's understanding of the text, both explicitly and implicitly.
Reading Strategies: The techniques the child employs to decode words (e.g., phonics, context clues).
Benefits of Using Running Records:
Individualized Instruction: Running records inform targeted interventions tailored to specific student needs.
Progress Monitoring: Track a child's reading growth over time.
Teacher Reflection: Provides opportunities for teachers to analyze their teaching methods and adjust their approach.
Parent Communication: Share valuable insights with parents to support home-based literacy activities.
Running Record Example: A Detailed Analysis
Let's examine a sample running record for a preschool child named Lily reading a simple story about a cat.
Text: The cat sat on the mat.
Lily's Reading:
(1) The (2) cat (3) sat (4) on (5) the (6) mat.
Running Record Notation:
(1) The: Read correctly. Marked with a checkmark (√).
(2) cat: Read correctly. Marked with a checkmark (√).
(3) sat: Read correctly. Marked with a checkmark (√).
(4) on: Read correctly. Marked with a checkmark (√).
(5) the: Self-corrected after initially saying "a". Marked with a self-correction symbol (SC).
(6) mat: Read correctly. Marked with a checkmark (√).
Analysis:
Lily demonstrated accurate word recognition for most words. Her self-correction on "the" indicates an awareness of her errors and a developing ability to monitor her reading. This is a positive sign! The running record would also include observations of Lily's fluency (smoothness of reading, expression) and comprehension (asking questions to assess understanding of the story).
Analyzing Error Patterns
Analyzing error patterns is critical. Common errors include:
Substitutions: Replacing a word with a similar-sounding one.
Insertions: Adding extra words.
Omissions: Skipping words.
Reversals: Reading words backward.
Identifying these patterns allows teachers to pinpoint specific areas needing attention, such as phonics instruction or vocabulary building.
Implementing Running Records in Your Classroom
Here are some practical tips for effective running record implementation:
Choose Appropriate Texts: Select texts slightly below the child's independent reading level.
Create a Comfortable Environment: Ensure a relaxed and supportive atmosphere.
Observe Carefully: Pay close attention to the child's reading behaviors.
Use Consistent Notation: Maintain a standardized system for recording errors and self-corrections.
Follow-Up with Instruction: Use the data to plan targeted interventions.
Conclusion: Empowering Young Readers Through Assessment
Running records are an indispensable tool for assessing and supporting young children's literacy development. By understanding how to conduct, analyze, and interpret running records, early childhood educators can provide individualized instruction, monitor progress, and celebrate the reading achievements of each child. The detailed example provided serves as a starting point; consistent practice and reflection will refine your skills in this crucial assessment method.
Frequently Asked Questions (FAQs)
1. What is the difference between a running record and an informal reading inventory (IRI)? While both assess reading ability, IRIs often include multiple types of reading assessments (oral reading, silent reading, comprehension questions), whereas running records focus solely on real-time observation of oral reading.
2. How often should I conduct running records? The frequency depends on individual student needs and your classroom context. Some educators conduct them weekly or bi-weekly, while others do them monthly.
3. What if a child struggles significantly during a running record? This highlights the need for immediate support and intervention. Collaborate with specialists and adjust your teaching approach to provide tailored assistance.
4. Can running records be used for students beyond early childhood? While most commonly used in early childhood, adapted versions of running records can be valuable for older students struggling with reading fluency or comprehension.
5. Are there digital tools to support running record completion? Yes, several apps and software programs are available to streamline the process and provide digital record-keeping capabilities. These tools often include features for automated analysis of reading data.
| running record example early childhood: Running Records Mary E. Shea, 2012 Running records support responsive teaching -- instruction that follows ongoing assessment and is carefully differentiated to match children's accomplishments, current needs, and specific interests-- Provided by publisher. |
| running record example early childhood: Early Childhood Assessment Carol S. Lidz, 2002-12-16 A new guide to conducting more comprehensive and meaningfulpsychological assessments of young children Early Childhood Assessment presents a thorough, step-by-stepapproach to the comprehensive psychological assessment of youngchildren. In addition to covering major psychological tests, thisinvaluable resource includes specific guidelines and formats forinterviewing parents and other caregivers, observing children andcaregiver-child interaction, conducting dynamic assessments,writing reports, and evaluating outcomes of recommendedinterventions. Dr. Lidz's approach encourages a broad range of observation with anoverarching objective of completing a picture of the whole child,from family life to social-emotional and neuropsychologicalfunctioning. She leads the reader through each step of acomprehensive assessment, touching on the major data sourcesnecessary for a full understanding of the child within differentenvironments. Throughout the book, Dr. Lidz advocates bestassessment practices that reflect the interests of children andfamilies. Features useful information on: * Conducting initial interviews and observations for setting thecourse of the assessment * Using standardized and nonstandardized approaches to generateboth qualitative and quantitative data * Viewing children and families within their culturalcontexts * Integrating assessment data sources to generate meaningfulrecommendations and readable reports Plus: * Includes unique chapters on play, observation of parent-child andteacher-child interactions, and dynamic assessment Early Childhood Assessment is a valuable tool for professionals andstudents who are concerned about the richness and complexity ofchildren's development within their families and communities. |
| running record example early childhood: Running Records Marie M. Clay, 2000 This is a brief exploration of running records, explaining why to use them, how they relate to teaching, and how to administer them. |
| running record example early childhood: Guided Reading Irene C. Fountas, Gay Su Pinnell, 2017 Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons |
| running record example early childhood: Learning Stories Margaret Carr, Wendy Lee, 2012-06-19 This text shows how learning stories can help create learner identities and affect education, pedagogy and learning. |
| running record example early childhood: Early Childhood Education Petr G. Grotewell, Yanus R. Burton, 2008 This book focuses on early childhood education which spans the human life from birth to age 8. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms that is often used interchangeably with early childhood education are early childhood learning, early care and early education. Much of the first two years of life are spent in the creation of a child's first sense of self or the building of a first identity. Because this is a crucial part of children's makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience. |
| running record example early childhood: Math Running Records in Action Nicki Newton, 2016-06-17 In this new book from popular consultant and bestselling author Dr. Nicki Newton, you’ll discover how to use Math Running Records to assess students’ basic fact fluency and increase student achievement. Like a GPS, Math Running Records pinpoint exactly where students are in their understanding of basic math facts and then outline the next steps toward comprehensive fluency. This practical book introduces a research-based framework to assess students’ thinking and move them toward becoming confident, proficient, flexible mathematicians with a robust sense of numbers. Topics include: Learning how often to administer Math Running Records and how to strategically introduce them into your existing curriculum; Analyzing, and interpreting Math Running Records for addition, subtraction, multiplication, and division; Using the data gathered from Math Running Records to implement evidence-based, research-driven instruction. Evaluating students’ speed, accuracy, flexibility, and efficiency to help them attain computational fluency; Each chapter offers a variety of charts and tools that you can use in the classroom immediately, and the strategies can easily be adapted for students at all levels of math fluency across grades K-8. Videos of sample running records are also available for download at https://guidedmath.wordpress.com/math-running-records-videos. Blackline masters are available on the Running Records Dropbox at https://bit.ly/3gnggIq |
| running record example early childhood: The Fountas & Pinnell Literacy Continuum Irene C. Fountas, Gay Su Pinnell, 2016 There has never been a more comprehensive resource available to teachers that does what the continuum does - provide specific behaviors and understandings that are required at each level for students to demonstrate thinking within, beyond, and about the text. These behaviors and understandings describe what students will be expected to do in order to effectively read and understand the text. More in-depth, more intuitive, and more essential than ever-The Fountas & Pinnell Literacy Continuum, Expanded Edition enables teachers to construct a common vision for student achievement that effectively and efficiently engages all students in the robust, authentic and meaningful literacy learning every child deserves. The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. Each instructional context contributes substantially, in different but complementary ways, to students' development of the literacy process. With this indispensable literacy tool, Fountas and Pinnell remind you of The Literacy Continuum's critical role in transforming literacy teaching and learning. (Re)Discover The Fountas & Pinnell Literacy Continuum, Expanded Edition to: elevate your language and literacy expertise develop an understanding of the demands of texts on readers build your understanding of the reading and writing process and how it changes over time hone your observation of students' literacy behaviors teach toward student integration of the Systems of Strategic Actions articulate the literacy curriculum within and across grade levels activate the responsive teaching that meets students where they are and brings them forward with intention and precision build professional learning opportunities with colleagues create a common vision and common language for literacy in your school. Look for these new enhancements inside: Streamlined organization and navigation Expanded behaviors and examples across the continua First appearance of a behavior or goal or text characteristic is indicated by a red square (Behaviors are acquired and then elaborated over time) Clear organization of and explicit links to the Systems of Strategic Actions Four-color design for clarity and focus Also check out our on-demand mini-course: Thinking and Talking About Books Across the Day. |
| running record example early childhood: The Next Step in Guided Reading Jan Richardson, 2009 Teachers facing the challenge of meeting the diverse reading needs of students will find the structure and tools they need in Jan Richardson's powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Each chapter contains planning sheets to help teachers analyze assessments in order to group students and select a teaching focus Includes detailed, ready-to-go lesson plans for all stages of reading: emergent, early, transitional, and fluent |
| running record example early childhood: The Next Step Forward in Running Records Jan Richardson, C. C. Bates, Maryann McBride, 2021-01-15 In the hands of informed teachers, running records reveal the meaning-making, problem-solving strategies children are using as they process text. Richardson, Bates, and McBride provide expert analysis of sample running records and offer how-to videos that take teachers beyond calculating a simple accuracy rate to observing their students' reading behaviors--and then taking next steps to plan targeted lessons. |
| running record example early childhood: Observation: Origins And Approaches In Early Childhood Podmore, Valerie, Luff, Paulette, 2012-03-01 This New Zealand adaptation looks both at historical roots of child observation as well as various approaches to observing young children in early years settings. |
| running record example early childhood: Observing and Recording the Behavior of Young Children, 6th Edition Virginia Stern, Nancy Balaban, Nancy Gropper, Dorothy H. Cohen, 2016 In the Sixth Edition of their classic text, the authors reiterate the critical importance of observing and recording the behaviour of young children, especially in the current atmosphere of accountability and testing. In addition, because children with special needs are now widely included in a majority of early childhood classrooms, they have completely rewritten a chapter to focus more broadly on observing behaviours that may be viewed as disquieting. Designed to help teachers better understand children's behaviour, the book outlines methods for recordkeeping that provide a realistic picture of each child's interactions and experiences in the classroom. Numerous examples of teachers' observations of children from birth to age 8 enrich this work and make it accessible, practical, and enjoyable to read. With over 130,000 copies in print, this valuable resource for pre- and inservice educators features: fresh information about how children think and learn, how their language develops, and how their families, their culture, and their environment influence and help to shape them; observations that reflect the increasingly diverse population in contemporary early childhood classrooms; and the imperative for teachers to widen their lens in order to meet the needs of young children with a range of developmental capacities, abilities, and behaviours. |
| running record example early childhood: Running Records Mary Shea, 2012-06-14 The most effective way to understand what a child knows about the reading process is to take a running record. In Running Records, Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining learning strategies. Special Features include: a step-by-step outline for taking efficient running records guidance in running record analysis: readers will learn how to use running record data to determine a child’s level of decoding skill, comprehension, fluency, and overall reading confidence a Companion Website offering videos of the running record process, sample running records for analysis, and numerous other resources In order to meet the multi-faceted needs of children in today's classrooms, teachers must be knowledgeable about literacy concepts. Running Records provides that invaluable knowledge, making it an ideal text for literacy courses for pre-service teachers and a key professional reference for in-service teachers. |
| running record example early childhood: Using Observation in Early Childhood Education Marian Marion, 2003 Written by a prolific, well-respected author, this book teaches how to observe, document, and assess children's development and progress--emphasizing how powerful ethical, responsible observation can be in a teacher's professional life. Focusing on observations as an intrinsic part of authentic assessment, the author advocates a protective, respectful attitude toward it. Provides an overview of various informal and formal observation and assessment strategies, as well as instruction in how to embed observation into the daily routine of the early childhood classroom. Explores ways to prevent problems, ways to solve problems, and ways to work cooperatively with parents. Included is coverage of the ethics of observation and the pros and cons of standardized testing as it relates to observation and assessment. For early childhood teachers. |
| running record example early childhood: Bringing Words to Life Isabel L. Beck, Margaret G. McKeown, Linda Kucan, 2013-01-31 Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, Your Turn learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3. |
| running record example early childhood: Educators Belonging, Being and Becoming , 2009 |
| running record example early childhood: Assessment in Early Childhood Settings Margaret Carr, 2001-07-23 This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book · describes a way of assessment that stays close to the children's r |
| running record example early childhood: The Writer's Mindset Chris Hall, 2021 Chris Hall uses mindset language (optimism and persistence, thinking flexibly and staying open to new learning, empathy, transfer, risk-taking, metacognition) to shift writing instruction back to the writer's identity. Revision isn't a stage of the writing process but an awareness that's present through all stages of writing: What did I think before and what do I think right now? How do I reconcile those two ideas to create something good? Cultivating this awareness leads not only to students' greater agency but also skill growth (as Chris's student examples show)-- |
| running record example early childhood: Machine Learning for Kids Dale Lane, 2021-01-19 A hands-on, application-based introduction to machine learning and artificial intelligence (AI) that guides young readers through creating compelling AI-powered games and applications using the Scratch programming language. Machine learning (also known as ML) is one of the building blocks of AI, or artificial intelligence. AI is based on the idea that computers can learn on their own, with your help. Machine Learning for Kids will introduce you to machine learning, painlessly. With this book and its free, Scratch-based, award-winning companion website, you'll see how easy it is to add machine learning to your own projects. You don't even need to know how to code! As you work through the book you'll discover how machine learning systems can be taught to recognize text, images, numbers, and sounds, and how to train your models to improve their accuracy. You'll turn your models into fun computer games and apps, and see what happens when they get confused by bad data. You'll build 13 projects step-by-step from the ground up, including: • Rock, Paper, Scissors game that recognizes your hand shapes • An app that recommends movies based on other movies that you like • A computer character that reacts to insults and compliments • An interactive virtual assistant (like Siri or Alexa) that obeys commands • An AI version of Pac-Man, with a smart character that knows how to avoid ghosts NOTE: This book includes a Scratch tutorial for beginners, and step-by-step instructions for every project. Ages 12+ |
| running record example early childhood: Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide Irene C. Fountas, Gay Su Pinnell, 2009-08-05 Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI |
| running record example early childhood: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| running record example early childhood: Understanding Assessment and Evaluation in Early Childhood Education Dominic F. Gullo, 2005 This bestselling book is still the best choice for helping early childhood teachers understand the process of assessment and evaluation to benefit young children. With the advent of the No Child Left Behind Act, testing, accountability, and standards are now pervasive throughout early childhood education. Completely revised to address the issues that have been raised by these new policies, the Second Edition features completely new chapters on: assessment of children from culturally and linguistically diverse backgrounds, addressing the new makeup of today's classroom; assessment of children with special needs, focusing on the relationship among assessment, curriculum, and instruction; and the addition of a helpful glossary of terms and an annotated listing of assessment instruments used in early childhood education. |
| running record example early childhood: The Inclusive Classroom Profile (Icp ), Research Edition Elena P. Soukakou, 2016-08 Available in packs of 5, these are the 40-page forms needed to conduct the complete ICP(TM) assessment. How well is your early childhood program implementing quality inclusive practices? Now therea (TM)s a comprehensive, field-tested observational tool that uncovers the answers. A one-of-a-kind tool for classrooms serving children ages 2-5, the Inclusive Classroom Profile (ICP) assesses 12 key practices with the strongest research base for supporting the education and development of young children in inclusive programs: Adaptations of Space, Materials, and Equipment Adult Involvement in Peer Interactions Adults' Guidance of Childrena (TM)s Free-Choice Activities and Play Conflict Resolution Membership Relationships between Adults and Children Support for Communication Adaptation of Group Activities Transitions between Activities Feedback Family-Professional Partnerships Monitoring Children's Learning Benefits The in-depth ICP evaluation process gives you the rich information and insights you need to: assess your programa (TM)s current inclusive practices establish a baseline for measuring future progress apply recommended inclusive practices for young children guide quality improvement efforts by linking assessment data with instructional decision-making tailor professional development to teachers' specific needs The ICP is an observation rating scale designed to assess the quality of daily classroom practices that support the developmental needs of children with disabilities in early childhood settings. Comprehensive assessment with ICP takes about 31/2 hours, plus 20 minutes to score. The ICP Manual gives guidance on how to understand, implement, and score the ICP. Learn more about ICP here. See how this product helps strengthen Head Start program quality and school readiness. View our recorded webinar: Introduction to the Inclusive Classroom Profile presented by Elena Soukakou, Ph.D. |
| running record example early childhood: Congressional Record United States. Congress, 1968 |
| running record example early childhood: Programming and Planning in Early Childhood Settings Leonie Arthur, Bronwyn Beecher, Elizabeth Death, Susan Dockett, Sue Farmer, 2017-08-07 Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children's learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms 'planning' and 'programming' in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children's learning. The strong focus on sociocultural theories of learning promotes awareness of children's diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs. Thoroughly revised and updated, this new edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, articles and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement. |
| running record example early childhood: Assessing and Evaluating Early Childhood Education Systems Susanne Garvis, Heidi Harju-Luukkainen, Jonna Kangas, 2022-07-04 This book provides global perspectives on assessment and evaluation practices with young children in contemporary times within early childhood education systems. It critiques and evaluates current evaluation and assessment goals and tools in early childhood settings. The book also compares the different approaches to educational evaluations from different countries in early childhood education and care. It provides insights into different approaches, techniques as well as perspectives of micro and macro-levels of analysis. This book aims to create an international understanding about the thematic conceptions of assessment for early childhood education and care. |
| running record example early childhood: Language and Literacy Development in Early Childhood Robyn Ewing, Jon Callow, Kathleen Rushton, 2016-06-02 This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice. |
| running record example early childhood: Creating Curriculum in Early Childhood Julie Bullard, 2019-11-25 Creating Curriculum in Early Childhood explores the backward design model of curriculum development, equipping readers with the tools and methods they need to effectively apply backward design in the early childhood classroom. Clear yet comprehensive chapters walk new and veteran educators through an effective method for curriculum design that promotes meeting standards through intentional teaching while engaging children in developmentally appropriate, interest-based education focused on big ideas and conceptual understanding. Featuring desired results, assessment methods, and teaching techniques specific to birth to age eight, this critical guide also includes practical tips for educators new to the method. Designed to help students and practitioners alike, this powerful textbook combines early childhood philosophy and developmental research with highly practical descriptions, rationales, and examples for developing curricular units using backward design. |
| running record example early childhood: Child Observation Ioanna Palaiologou, 2019-09-23 This is a key text that enables students to appreciate and understand the central role of observation in understanding, planning for and educating early years children. It explores the theoretical background to child observation and links it back to practice. Recent important research in the field of child observation is highlighted and ethical implications of research in early childhood are considered. This is essential for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for Early Years Teacher candidates. Updated in line with recent policy and legislation changes A new chapter on observation documentation in the multi-modal age Includes new material and case studies that explores the essential elements of child observation across the world Research chapter re-written to make it more accessible for all students More case studies throughout linking theory to practice. |
| running record example early childhood: Princesses, Dragons and Helicopter Stories Trisha Lee, 2015-07-24 Stories and fantasy play engage all young children and help them to draw connections and make sense of the world. MakeBelieve Arts Helicopter Stories are tried, tested and proven to have a significant impact on children’s literacy and communication skills, their confidence and social and emotional development. Based on the storytelling and story acting curriculum of Vivian Gussin Paley, this book provides a practical, step-by-step guide to using this approach with young children. Covering all aspects of the approach, Artistic Director Trisha Lee shows you how you can introduce Helicopter Stories to children for the first time, scribing their tales and then bring their ideas to life by acting them out. Full of anecdotes and practical examples from a wide range of settings, the book includes: Clear guidelines and rules for scribing children’s stories, creating a stage and acting out stories How to deal with taboos and sensitive issues in children’s stories How to involve children who are unwilling to speak or act Supporting children with English as an Additional Language Links to show how the approach supports children’s holistic development Providing an accessible guide to an approach that is gaining international recognition, and featuring a foreword by Vivian Gussin Paley, this book will be essential reading for all those that want to support children’s learning in a way that is fun, engaging and proven to work. |
| running record example early childhood: Doing Early Childhood Research Sharne A Rolfe, Glenda MacNaughton, Iram Siraj-Blatchford, 2020-08-04 Doing Early Childhood Research demystifies the research process. An international team of experienced researchers shows how to select the right questions and use the appropriate methods to investigate important issues in early childhood. The editors and authors provide a thorough introduction to the most common research methods used in the early childhood context. Reflecting the multidisciplinary nature of much early childhood research, they cover a wide range of conventional and newer approaches including observation, small surveys, action research, ethnography, policy analysis and poststructuralist approaches. They explain clearly how to set up research projects which are theoretically grounded, well-designed, rigorously analysed, feasible and ethically fair. Each chapter is illustrated with examples and case studies. Doing Early Childhood Research is essential reading for new researchers and students inexperienced in conducting research. |
| running record example early childhood: Pedagogical Documentation in Early Childhood Susan Stacey, 2015-05-11 An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding |
| running record example early childhood: Shaping Early Childhood Glenda Mac Naughton, 2003-12-16 This should be essential reading for anyone involved in the training and professional development of early years practitioners... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum. There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world. Nursery World, October 2004 This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children. The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach. By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work. In an accessible, lively and user-friendly way, it explores issues such as: What constitutes an appropriate early childhood curriculum How best to study and assess children Involving parents and children in early childhood learning The book features a range of pedagogical devices to inspire early childhood workers to reflect critically on their work and the ideas underpinning it, including: Boxed definitions of key terms Ideas summary charts and ideas galleries Clarification exercises Case studies Further reading lists This essential textbook is ideal for students undertaking early childhood qualifications at degree level, Masters courses in early childhood education, and for practitioners who work with children from birth to eight in early childhood settings. |
| running record example early childhood: The Power of Observation Judy R. Jablon, Amy Laura Dombro, Margo Lizabeth Dichtelmiller, 2007 The Power of Observation explores the vital connection between observing and effective teaching. Much more than just a set of skills, observation is a mind-set of openness and wonder that helps teachers and caregivers get to know more about each child in their care. The link between observation and building relationships is an important theme of this book. The authors share their own experiences and those of many others to illustrate how observation helps teachers and caregivers become more effective in the child care center, preschool, family child care home, or elementary classroom. It offers guidelines for effective observation and specific strategies to help you refine your observation skills and transform observing into an integral part of your teaching. This second edition includes expanded guidance on applying what you learn from observation into your daily practices and a new study guide. This study guide was developed based on recommendations from numerous university and community college professors who use the book as the textbook for their courses. We are pleased that NAEYC has chosen to make this book a 2007 Comprehensive Member Benefit. |
| running record example early childhood: Assessment and Data Systems in Early Childhood Settings Claire McLachlan, Tara McLaughlin, Sue Cherrington, Karyn Aspden, 2023-01-01 This book describes the use of data systems in early childhood settings (birth to eight years) for the purposes of assessment, evaluation and curriculum planning. It presents an international collection of research examining ways in which teachers and researchers have revisited notions of what constitutes effective assessment, revised ways in which they assess children’s learning and development and use the knowledge gained for curriculum planning. It offers insights into contemporary research on how teachers and children are engaging with data systems as part of effective assessment and how these approaches influence practice. This book presents recent theorizing and examples of research which have investigated innovative approaches to assessment using data systems in early years settings. It represents both early childhood and junior primary contexts and includes research which focusses on teachers’ perspectives and reflections on use of data systems. It also examines research which reflects on what children gain from being involved in these data systems. |
| running record example early childhood: Education and Childcare T Level: Early Years Educator Penny Tassoni, Louise Burnham, Janet King, 2021-05-28 Begin your path to a career in Education and Childcare with this T Level textbook that covers both the core content and the education and childcare specialism content you will need to understand to be successful in your qualification. Develop your understanding of the key principles, concepts, theories and skills that will give you a solid foundation of knowledge to support you during your industry placement. Created in partnership with CACHE and written by highly respected authors Penny Tassoni, Louise Burnham and Janet King, you can feel confident relying on the insights and experience of these experts. - Track and consolidate your learning using the learning outcomes at the beginning of every unit and Test Yourself questions throughout each unit - Ensure you don't miss any important terminology with key terms highlighted and defined in context - Contextualise your learning with case studies, reflection tasks and practice points - Prepare for your examinations with knowledge-based practice questions - Understand how to approach your assignments with practical tasks and model answers |
| running record example early childhood: Assessment in Early Childhood Education Sue C. Wortham, Belinda J. Hardin, 2015-02-23 Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134057287. This comprehensive text helps prepare future and current teachers to measure or evaluate children in early childhood, to become fully informed about the range of assessment possibilities available, and to learn how those techniques and instruments can be most beneficial to the children in their classrooms. This new edition features expanded and enhanced material covering the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child’s performance. Throughout, the approach of the authors is to present the development of an assessment system that includes traditional as well as authentic assessment strategies in a comprehensive plan and to seek to inform the reader about all types of assessments and their appropriate use. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. |
| running record example early childhood: Mary D. Sheridan's Play in Early Childhood Justine Howard, 2017-06-26 Mary D. Sheridan’s Play in Early Childhood is a classic introductory text to play and development – key topics for all those who work with young children. Drawing on the most up-to-date evidence, it explains how children’s play develops and how they develop as they play. With over 100 illustrations and observations of play from birth to six years, this new edition presents classical and contemporary literature, making clear links between play and all areas of children’s development. It includes updated activities to consolidate thinking and suggestions for further reading throughout. This text considers: the development, value and characteristics of play issues relating to culture, adversity, gender, attachment and brain development play from recreational, therapeutic and educational perspectives the role of parents/caregivers and professionals in supporting play how to develop observation and reflection skills for use in your own practice Suitable both for those new to the area and for more experienced workers wanting a quick reference guide, this easy-to-follow book meets the needs of students and professionals from a wide range of health, education and social care backgrounds, including early years professionals, playworkers, children’s nurses, play therapists and social workers. |
| running record example early childhood: Preparing Teachers for National Board Certification Kathleen Anderson Steeves, Barbara C. Browne, 2000-09-11 This practical book presents a comprehensive blueprint for preparing teachers to achieve National Board for Professional Teaching Standards (NBPTS) certification. An outgrowth of the authors' more than five years of experience working with teacher candidates, the approach described here enlists the collaboration of both university educators and professional staff development personnel. The book includes a detailed outline of a seminar to introduce teachers to the NBPTS process, complete with written samples and reproducible overhead transparency masters. Also featured are chapters contributed by Board Certified Teachers, who share portfolio samples and activities in four certification areas. Supported by research-proven best practices in professional education, the book includes extensive reference lists and helpful hints for facilitators. |
| running record example early childhood: Early Years Education: Curriculum issues in early childhood education Rod Parker-Rees, Jenny Willan, 2006 This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight. |
Documenting Children Types/Samples Method 1: Anecdotal …
Method 2. Running Records. A running record is a very detailed description of behaviour or an event, which is recorded as it happens. It is a bit like a sport commentators running …
Running Record Example Early Childhood (Download Only)
guide provides a detailed running record example for early childhood settings, breaking down each element for clarity and practical application. We’ll explore the process, demonstrate a …
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RUNNING RECORD OBSERVATION Child _____ Age _____ Setting _____ Time What is actually seen Meaning of observed behaviors . RUNNING RECORD OBSERVATION Time …
Time & Event Sampling
A record lasting for a predetermined length of time (e.g. 30 seconds or 1 minute) is made at regular intervals (e.g. every 10 minutes or every hour) about what a particular child (or group …
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Anecdotal Records - NAEYC
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mon observation types for your use. For example, the samples show the diff erences in what is written for a running record and an anecdotal record, even though the forms are similar. Use …
Engaging in and Exploring Running Records
Assessing Reading rowth W Running Records - Scholastic
In An Observational Survey of Early Literacy Achievement (1993), Marie Clay presents the running record, a method she developed for determining a child’s reading competence at a …
OBSERVATION AND RECORDING - ACECQA
You can record observations about specific activities, spontaneous learning experiences, conversations between children or between children and educators, events such as …
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A running record is an exact record what the child does and says as it happens. To apply for High Learning Support Needs funding under the Disability and Inclusion Program, observations …
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A running record tells a story of the child's behaviour by detailing everything a child says during a set period of time. They are written in present tense since you are recording as it happens.
Recording & Reporting: A Comprehensive Early Childhood …
Intended for early childhood teachers and supervisors, this booklet describes and illustrates a comprehensive recordkeeping system that is based on written observations.
Noticing and recording learning - ACECQA
This example demonstrates how the educator focuses in on a key learning (in this case expressive language—Outcome No.5: Children are effective communicators) and records the …
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A Running Record is a tool for coding, scoring and analysing a child’s precise reading behaviours. (Fountas & Pinnell, Guided Reading p 89) The collection of Running Records provides an …
Booklets No. 1. - ed
Mar 1, 1988 · guidelines for observation and record keeping in early childhood settings. It examines the reasons for observing children, the value of observation skills and good records, …
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Figure 1: Example of a Running Record taken on the Running Record Sheet How can we address students’ needs? At the end of a Running Record, or during classroom reading time, teachers …
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Assessing Reading rowth W Running Records - Scholastic
In An Observational Survey of Early Literacy Achievement (1993), Marie Clay presents the running record, a method she developed for determining a child’s reading competence at a …
OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD …
ASSESSMENT IN EARLY CHILDHOOD EDUCATION An Open Educational Resources Publication by College of the Canyons ... For example, as we witness a child attempting to …
Booklets No. 1. - ed
Mar 1, 1988 · Observation & Record Keeping in Early Childhood Programs. Australian Early Childhood Resource. Booklets No. 1. Australian Early Childhood Association, Inc., Watson. …
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er analyzes running records for the child’s developmental progress in the domains. Checklists : Designed to record if children are able to complete a particular skill. For example, a teacher …
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Mar 4, 2024 · April 30th, 2018 - Running Record Sample The Developing Child Observation Guidebook 6 life with video clips from actual child care settings''Essay about Running Record …
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Observations are conducted every day in early childhood classroom environments. Teachers are ... For example, as we witness a child attempting to master a milestone, we may provide some …
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g. Child’s self-help skills (For example, do they need help to eat? Are they toilet trained? This one may be more relevant for younger children.) h. Changes in the child since the beginning of the …
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gathered about Montessori students’ literacy development through the use of the running record, and how this information could be used to individualize literacy instruction. The running record …
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