Running Records

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Running Records
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What Are Running Records?

• Written record of reading behaviors
• Assessment for analyzing students strengths and
  needs
• Assessment of reading level
• Guide to choosing appropriate reading material
• Assessment to determine focus of instruction
• Assessment for monitoring student progress

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Why Do We Take Running Records?

• To show how students process print
• Appropriateness of text
• Grouping Students
• Monitoring progress
• Determines lesson focus
• Provides long-term documentation
• Focus on strategies used

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Steps to Take

• Reading and Record Taking
• Calculate error, accuracy, and self-correction
  rate
• Analyze the running record for cues used
• Identify appropriate teaching focus

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Step 1Reading and Record Taking on Seen Text

• Text -the book introduced/read the previous day
• Take the running record
• You can use a blank
  sheet of paper or form
• Student reads
• Independently and unprompted
• Record text lines as printed
  in book
• This running record will be used for teaching
  and planning instruction

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Reading and Record Taking on Unseen Text (ex.
Dominie)

• Select Text
• Short Blurb
• Take the running record
• Student reads
• Independently and unprompted
• Record text lines as printed
  in book
• This running record will be used for
  assessment purposes

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Step 2

• Calculate error, accuracy, and self-correction
  rate.
• Score the following
• Error Rate
• Running words Error rate
• Errors
• Self-Correction Ratio
• Errors Self-corrections SC
  Ratio
• Self-Corrections
• Good SC rates are 11, 12, 13, 14, 15

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Step 3Running Record AnalysisA Search for
sources of information used by readers

• Why Running records?
• Marie Clay (1993) developed running records
  as a useful, daily, and more reliable measure of
  how well children read printed text. Clay felt
  teachers could use these records to guide them in
  their decisions about any of the following
• evaluation of text difficulty
• grouping children
• acceleration of a child
• monitoring progress of children
• allowing different children to move
  through different
• books at different speeds while
  keeping track and
• records of individual progress
• observing particular difficulties in
  particular children

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Cont.

• In order to accomplish the goals listed , the
  teacher must analyze running records to determine
  the childs reading behavior. By analyzing
  substitutions and self-corrections made while
  reading, the teacher can determine the sources of
  information used and the reading strategies the
  child has under control.

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Sources of Information in text

• Printed text contains three sources of
  information which the reader used to determine
  the authors message. In addition, the reader
  brings background information and a level of
  understanding of language to interact with these
  cues, The sources of information in text are
  often called the three reading cue systems. The
  teachers analysis of the childs use of meaning,
  structure, and visual cues is an important part
  of the running record analysis. They analyze the
  running record by asking themselves, up to the
  point of this error or substitution, what cue was
  the child using? When a child self-corrects,
  they also ask themselves, what source of
  information did the child consider to assist him
  in correcting the substitution?

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Step 4

• Identify Appropriate Teaching Focus- strategies,
  not skills
• Plan instruction based on student
  strengths and needs
• Select new reading material at
  instructional/independent level

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Tallying Errors and Self-Corrections

• 1. Total each line separately going across the
  line of text.
• 2. An uncorrected substitution, omission, or
  insertion counts as one error.
• 3. Unsuccessful multiple attempts on one word
  count as only one error
• house here her
• home
• 4. An error on a proper noun is counted only on
  the first error. Subsequent errors on that proper
  noun are coded but not tallied.
• 5. If a word is mispronounced due to a speech
  problem or dialect, it is coded but is not an
  error.
• 6. Repetitions are coded but are not errors.
• 7. Waits are coded but are not errors.
• 8. Sounding the first letter is coded but does
  not count as an error if the word is subsequently
  read correctly.
• 9. TTA- Try That Again 1 error
• 10. Told 1 error
• 11. Contractions count as one error
• 12. Each insertion counts as one error
• 13. Skipped line- each word counts as an error
• 14. If a child invents text,
  just write inventing at the bottom of the
• page unless he invented on one
  line, then count each error
• 15. The only time the teacher
  can say anything is when the child
  
• says something like, I
  dont know this word. If that happens,
  

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Reading Cue Systems
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What Are Meaning Cues?

• Does it make sense?
• Prior Knowledge
• Story Sense
• Illustrations
• Did the childs attempt make sense up to the
  point of error? The teacher might think about
  the story background, information from the
  picture, and meaning in the sentence in deciding
  whether the child was using meaning as a source.
• Ex.
• Child Stop, said the mail man, but the truck
  went on.
• Text Stop, said the mail carrier, but the
  truck went on.

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What Are Structure Cues

• Does it sound right?
• Natural Language
• Knowledge of English
• Grammatical patterns and language
• structures
• Structure refers to the way language works. It is
  often referred to as a syntax. It is the
  unconscious knowledge of the rules of grammar of
  the language the reader speaks. This helps as he
  eliminates alternatives. Using this knowledge,
  the reader checks whether the sentence sounds
  right.
• Ex.
• Child Stop, said the girl,
  and the truck went on.
• Text Stop, said the girl, but
  the truck went on.

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What Are Visual Cues?

• Does it look right?
• Sounds and symbols
• Analogies
• Print conventions
• directionality
• words/spaces
• letters
• beginnings/endings
• punctuation
• Visual information refers to the way the letters
  and words look. IF the letters in the childs
  attempt are visually similar to the letters in
  the word in the text, it is likely that the
  reader has used visual information. Analyzing
  the readers visual attention to words can be
  difficult. The child may only be looking at the
  beginning sound. He may be only
  looking at the end. Just knowing that the child
  is using some visual information in reading isnt
  enough. The teacher must attend to the types of
  visual information the child is picking up.
• Ex.
• Child The boat was in the
  pool.
• Text The boat was in the
  pond.

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What Are Self-Corrections?

• When strategic readers monitor their reading,
  they often notice that a substitution does not
  conform to all cues in text. They notice the
  discrepancy, go back and sample other sources of
  information (cues), and correct their error.
  Self-corrections require the readers to search
  for and use other cue sources, making sure they
  are interpreting the authors message.
• Its important for a teacher to understand which
  cues a child used to make an error as well as the
  cues used to correct the error.

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Strategic Behaviors to look for

• Rereads to search for information
• Takes the word apart to figure it out
• Tries multiple strategies
• Rereads to make sense
• Keeps reading after attempting unknown word
• Hears mistakes that dont sound right or make
  sense
• Takes actions to fix errors
• Cross-checks for beginning visual
• Puts words together in meaningful phrases
• Predicts an unknown word using meaning
• Searches pictures or letters in words to make
  meaningful guesses

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Recording Noticings

• Turn and Talk
• How will you record what you notice regarding a
  childs use of strategic behaviors?

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Now

• Lets Practice taking and analyzing a running
  record