Running Records: A Record of Oral Reading

Running Record Common Standards Format and conventions Based on what you observed Calculating /scoring Interpreting or analyzing

Why do a Running Record/ Record of Oral Reading? Summarize a reader’s understanding of written language Identify student’s strengths and weaknesses Identify a reading level Monitor student’s progress Pinpoint and make decisions about grouping and teaching 2-3 min

Accurate Reading Accurate reading is recorded with a check mark for each correct word.       The dog ran down the street. No Errors

Substitutions Substitutions are recorded with what the reader says on top and the correct word on the bottom.  cat     dog The dog ran down the street. Substitution = 1 Error

Repetitions Repetitions are a recording of words or phrases repeated. A line is drawn above what is repeated with the letter “R” placed at the point where the child stopped to go back and repeat. __________ R       The dog ran down the street. No Error

Self Corrections Self corrections occur when a previous error is correct. This is written as SC (self-correction).  cat |SC     dog| The dog ran down the street. No Error

Omissions If no response is given to a word, it is recorded with a dash over the word omitted.    -   down The dog ran down the street. Omission=1 Error

Insertions If an extra response is given, it is record over a dash.      big  - The dog ran down the street. Insertions=1 Error

Told If the child balks, unable to proceed because he is aware he has made an error or cannot not attempt, he is told the word-written T.    dig |   or   - |    down | T ran | T The dog ran down the street. Told = 1 Error

Appeals An appeal for help from the child is turned back to the child for further effort before using T. (say “try it”)    - | A|   or   - | A| run    down| | T ran | | The dog ran down the street. Appeal = 1 Error if wrong answer or T given

Try That Again  Then  run dust that   TTA =1 Error Sometimes the child gets into a state of confusion and it is necessary to assist. Put brackets around the first words that caused confusion and , enter the TTA, then begin a fresh record of the problem text.  Then  run dust that   TTA =1 Error The ran down the   run    ran The dog ran down the street. One Error The most detached method of doing this is to say “try that again”. This does not involve any teaching.

Sounding Out Sometimes students decode words in ways that are not natural or fluent.  d/o/g     The dog ran down the street.

Reversals Sometimes kids read words and in the process reverse the words.       The god ran down the street. dog This is counted as an error

Let’s Practice doing a Running Record

Quick Tips for Oral Reading Substitution Error Repetition Not an error Self-correction Omission Insertion Reversal Sounding Out **Error if sounded out incorrectly Teacher Told Word Long Pauses Names Error only once Recording Fluency Tina – Go over the conventions wit examples. 15 minutes

Practice Running Records… Group practice: Item Group Practice 2: Item 9 Group Practice 3: All conventions

Analyzing errors and Self-corrections Consider the behavior up to the point of error Self-corrections –what did the student use to automatically correct the error Analyze errors first and then the self- correction What did the student use: meaning, syntax or visual information 2-3 min

Sources of information Meaning/Semantics Uses pictures or illustrations Background knowledge At word, phrase sentence level Structure/Syntax Does it sound right/could you say that way Tense agreement Story structures Visual Does it look right? Used initial, medial, end Clusters, chunks One to one

Time to Analyze our Records! Whole Group and Partner work 5 min

You cannot personalize learning without data. Phil Stubbs Data is Key…. You cannot personalize learning without data. Phil Stubbs