Running Record Introduction

What are the steps for taking a Running Record?

1. Select a book that approximates the student's reading level. Introduce the book, keeping it brief and natural. Explain that she/he will read out loud as you observe and record her/his reading skills. 2. With the running record form in hand, sit next to the student so that you can see the text and the student's finger and eye movements as she/he reads the text. 3. As the student reads, mark each work on the running record form by using the appropriate Running Record Symbols and Marking Conventions. Place a checkmark above each work that is read correctly .4. If the student reads incorrectly, record above the word what the student reads. 5. If the student is reading too fast for you to record the running record, ask her/him to pause until you catch up. You may also want to tape-record the reader so that you may listen to him/her and mark the text at a later time. 6. Be sure to pay attention to the reader's behavior. Is the student using meaning (M), structural (S), and visual (V) cues to read words and gather meaning? 7. Intervene as little as possible while the student is reading.8. If the student is stuck and unable to continue, wait 5 to 10 seconds, then tell her/him to "try again." If the student seems confused, provide an explanation to clear up the confusion and then tell him/her the word.

What are some details about the process of recording Running Records?

Children read benchmark books. Benchmark books are ones selected for running record assessment purposes. About the first 100-125 words of the longer benchmark books are used for the upper level running records . Books are used that the children have not previously read. Children are evaluated with both with fiction and nonfiction books. Children should complete retellings (first unprompted, then prompted for more details) immediately following the reading. The teacher takes notes on the RR form about the quality of the child's retelling and then assigns a Likert scale rating to the retelling.

When are Running Records taken on children?

Running records are taken most often at the earlier stages of reading. Students who are not progressing at the expected rate should be assessed even more frequently than the schedule suggested below : Emergent readers (Levels A, B, & C: goals for kindergarten): every 2 to 4 weeks Early readers (Levels D, E, F, G, H, I: goals for first grade): every 4 to 6 weeks Transitional readers (Levels J, K,L,M,N,O,P goals for 2nd - 3rd grades): every 6 to 8 weeks

How do I mark the Running Record Form?

Several terms are used when marking a running record form. You should become familiar with these terms by reviewing the explanations below. Errors (E)--Errors are tallied during the reading whenever a child does any of the following:--Substitutes another word for a word in the text--Omits a word--Inserts a word--Has to be told a word • Self-correction (SC)--Self-correction occurs when a child realizes her or his error and corrects it. When a child makes a self-correction, the previous substitution is not scored as an error. • Meaning (M)--Meaning is part of the cueing system in which the child creates her or his cue to make sense of text by thinking about the story background, information from pictures, or the meaning of a sentence. These cues assist in the reading of a word or phrase.• Structure (S)--Structure refers to the structure (grammar/word order) of language and is often referred to as syntax. Implicit knowledge of structure helps the reader know if what she or he reads sounds correct.• Visual (V)--Visual information is related to the look of the letters in a word and the word itself. A reader uses visual information when she or he studies the beginning sound, word length, familiar word chunks, and so forth.

What is the Error Rate?

The 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.

What is the Self-Correction Rate?

The 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 rate11 / 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 she/he is self-monitoring her/his reading.

What is the Accuracy Rate?

Theaccuracy 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 rate91/99 x 100 = Accuracy rate.919 x 100 = 91.9%, or 92% rounded to the nearest whole numberYou can use the accuracy rate to determine whether the text read is easy enough for independent reading, appropriate to use without frustration during reading instruction purposes instruction, or too difficult for the reader. The breakdown of these three categories is as follows: ---Easy enough for independent reading = 95 - 100%Instructional level for use in leveled reading session = 90 - 94%Too difficult and will frustrate the reader = 89% and below

What are some additional benefits of using Running Records?

To help in the placement of children for reading instruction, both in small group and independently To decide what text is the appropriate instructional level for an individual To capture reading behavior that can be analyzed later To keep a record of changes over time To determine the level of difficulty of a particular book To help make critical decisions about an individual's instruction To assess children for research purposes.

What is the general purpose of Running Records?

To understand more about how children are using what they know about print to get to the meaning of the text

How do I summarize the child's reading and plan for the text week(s)?

You will be analyzing the following: Does the reader repeat what he or she has read as if to confirm the reading so far? Does the reader notice when cues do not match? Does the reader pause as if he or she knows something does not match but seems to not know what to try? Does the reader request help (appeal) frequently? after several attempts? Does the reader rely on only one cue, or does the reader integrate cues? Does the reader check one cue against another? Does the reader read with phrasing and fluency?

Instructional decisions are critical in terms of

building children's ability to read increasingly difficult text.

After analyzing the reading record and reflecting on the conference,

instructional decisions need to be made.

You can use the analysis chart to help

make instructional decisions for the child.

A strategy should be taught in a

shared context and then practiced in guided and independent reading. ---Guided reading continues to scaffold for the children before independence occurs. ----The self-monitoring strategies are best taught through shared reading practices.