1. Running Records: A Record of Oral Reading

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

3. 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

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

5. 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

6. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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.

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

14. 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

15. Let’s Practice doing a Running Record

16. 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

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

18. 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

19. 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

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

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