This past year I attended the 2013 National Reading Recovery & K-6 Classroom iteracy Con!

erence at the "reater Convention Center in Col#m$#s% The con!erence is open to classroom teachers& administrators& intervention specialists& school li$rarians& reading specialists& and Reading Recovery teachers% The plethora o! pro!essional development sessions provides content that !oc#ses on every aspect o! literacy !or $oth primary and intermediate school ed#cators% The con!erence 'as !o#r days long and incl#ded national leaders in the !ield o! literacy 'ith three (eynote and si) !eat#red spea(ers%

*#ring the con!erence& I attended !ive sessions that 'ere presented $y +ary ,ried& -ama Co'ard& ea +c"ee& .llen /an!ord& and /inead 0armey% ,rom these sessions& I selected t'o strategies that I 'o#ld implement a!ter doc#menting a r#nning record !or one o! my !o#r st#dents% astly& $ased on !eed$ac( !rom my teacher leader in my Reading Recovery training& I (ne' that I needed to develop and enhance my a$ilities to analy1e r#nning records and !oc#s on one partic#lar goal 'ithin reading and 'riting 'ith my st#dent% 0o'ever& !or this pro!essional development& I am !oc#sing only on reading%

Sinead Harmeys Lifting Analysis of Running Records oo(ing $ac( at the sessions& I 'as provided 'ith n#mero#s re!erences that I 'o#ld $e a$le to select my strategies !rom% /inead 0armey2s session has charts that are re!erenced on the 'e$site% There are three charts o#tlined on one page that she spo(e o! in-depth d#ring her session% The last one& !rom Clay2s Literacy Lessons Designed for Individuals: Part 2 o#tlined the !o#r types o! in!ormation children #se 'hen reading% 3hile I 'as not a$le to #se this as a strategy& it gave me additional in!ormation 'hile I tho#ght o! the 4#estions that are mentioned in

activity 2& the second doc#ment that 'as #ploaded% -ased on the !o#r types o! in!ormation I needed to consider 56re things o#t o! $alance78 and 53hat decisions might the teacher ma(e in the ne)t !e' days78 90armey& 2013%: This can $e done $y attending to the sel!-corrections $eca#se 5The !act that readers sel!-monitor and sel!correct is signaled $y their ver$al protests& repetition& revised attempts& and going $ac( to a previo#s part o! the te)t8 9Clay& 2001& p% 126:% I (ne' that I needed to !oc#s on a partic#lar area 'here my st#dent had mismatches $et'een her response and the te)t& and $ased on that I made a teaching decision to #se one type o! strategy over the others%

Mary Frieds Activating Teaching- sing Running Records to !nform Teaching +ary ,ried2s presentation 'ent in-depth in loo(ing at a r#nning record and ma(ing decisions on teaching $ased on an analysis& speci!ically in relation to tolds% The chart that 'as provided paired nicely 'ith The ;#ality Chec( hando#t that I received d#ring a Reading Recovery training session% ,ried2s session !oc#sed on not giving st#dents< corrective tolds% This type o! told is a premat#re method that does not provide st#dents 'ith either eno#gh thin( time to process ho' to proceed in solving a 'ord or giving the st#dent the correct 'ord a!ter they provided a misc#e as the initial response% Thro#gh the session I !o#nd o#t that the st#dent 'ho provides no response& no attempt& and does not appeal !or g#idance is the 'ea(est category o! tolds% This st#dent does not ta(e action in his or her reading and is 'aiting !or the 'ord to $e read to him or her% 3hen I revie'ed my recorded videotaped sessions& I noticed that a!ter attending ,ried2s session& I 'as less inclined to give a 4#ic( told%

6s I said $e!ore& ,ried2s hando#t d#ring the con!erence paired nicely 'ith The ;#ality Chec(% I chose to #se The ;#ality Chec(& in relation to creating a chart that analy1ed tolds& monitoring& and gross vis#al discrepancies d#ring each r#nning record% The chart incl#ded each aspect o! The ;#ality Chec( incl#ding 5Co#nt and analy1e tolds& co#nt and analy1e errors and sel!-corrections o! high !re4#ency 'ords& and analy1e monitoring= either positive or negative8 9,ried& 2011%: -y analy1ing the st#dent2s monitoring& I (ne' it 'o#ld $e e!!ective to attend to the "ross >is#al *iscrepancies 9(no'n as ">*2s: 'hether they 'ere monitored and sel!corrected or not% This also incl#ded attending to 1st letter ">*2s% The di!!erence $et'een the t'o is that a 1st letter ">* has the st#dent2s response 'ith the same !irst letter as the 'ord 'ithin the te)t 9e)= !inding !or !ishing%:

"ama #o$ards !ve Ta%en a Running Record& 'o$ (hat) The other strategy that I chose to #se 'as a chart !rom -ama Co'ard2s session% ?n her chart& several areas o! the content listed at the top 'as still the same% I chose to incl#de the level o! the te)t& cross-chec(ing& !l#ent@phrased& re-reading& re-telling& and searches !or meaning 'ithin the chart I created% ?ther aspects 'ere di!!erent incl#ding #sing le!t to right scanning& no attempt& solving 'ords& #ses pict#res& and 1=1 in addition to the content #sed in The ;#ality Chec( chart% I modi!ied the original chart so that I 'o#ld not only $e a$le to #se this in the !#t#re 'ith other st#dents $#t I also too( my st#dent2s needs into acco#nt% /ince no attempt 'as not incl#ded on the original ta$le& I 'anted it to $e an option since my teaching decisions led to providing her 'ith !#rther instr#ction in this area% 6s I 'ent $ac( to analy1e r#nning records and 'rite the data onto the chart& I 'o#ld $e a$le to see !rom day to day ho' o!ten& i! at all& she made no attempts and 'as given a told%

The other -ama Co'ard chart that I considered #sing 'as the one la$eled Strategy(ies) to Teach% In each o! the 4#adrants& I 'o#ld incl#de the st#dent2s goal9s: and strategies I 'o#ld #se 'hile 'or(ing in reading and 'riting% I appreciated the organi1ational aspect o! this strategy& $#t !eed$ac( !rom my teacher leader !rom my Reading Recovery training 'as in the $ac( o! the mind% I (ne' that I needed to strengthen my a$ility to analy1e r#nning records e!!ectively and proceed 'ith a partic#lar goal in reading%

Lea Mc*ees Teaching for Acceleration+ Learning from Fast ,rogress #hildren ea +c"ee2s session 'as a disc#ssion on ho' to teach !or acceleration% I 'as provided 'ith n#mero#s hando#ts in 'riting and given a chart o! prompts to #se in order to help st#dents $ecome increasingly more independent% The chart that I s#pplied on the 'e$site relates to a partic#lar r#nning record that 'e #sed as an e)ample d#ring the session% In each 4#adrant o! the chart are ho' to rein!orce teaching !or acceleration% 3hile the in!ormation that 'as provided 'as very #se!#l !or my teaching 'ith all st#dents& I 'anted to #se a di!!erent approach that 'o#ld 'or( more 'ith r#nning records%

-llen Sanfords ! .id !t Myself) / "uilding !nde0endence The !inal session that I attended 'as .llen /an!ord2s on ho' to 'or( to'ards independence% 6gain& 'e 'ere given an e)ample o! a r#nning record and this time I 'as provided 'ith a chart that co#ld $e #sed to analy1e r#nning records% This chart 'as very similar to a r#nning record itsel! 'ith the e)ception that it solely !oc#sed on individ#al 'ords that 'ere misc#es or sel!-corrected% 6t the end o! the chart I li(ed the idea o! 'riting in the total n#m$er o!

attempts& told& etc% 0o'ever& this can $e completed on a r#nning record itsel! and I 'anted the opport#nity to loo( at the r#nning records in-depth and organi1e the misc#es and ho' she monitored in a concise and help!#l manner that 'o#ld ma(e it easy to see patterns% +ary ,ried2s The ;#ality Chec( $est e)empli!ied 'hat I needed to do in order to gro' as a teacher according to my teacher leader and !rom the times that I re!lected on my o'n%