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The Running Record The Running Record is a record or errors, or miscues, that readers make as they are reading. Why do we use Running Records? to evaluate.

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Presentation on theme: "The Running Record The Running Record is a record or errors, or miscues, that readers make as they are reading. Why do we use Running Records? to evaluate."— Presentation transcript:

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2 The Running Record The Running Record is a record or errors, or miscues, that readers make as they are reading. Why do we use Running Records? to evaluate text difficulty to group together children with similar needs to monitor progress of the reader to allow different children to move through different books at different speeds while keeping track of (and records of) individual progress. to observe particular difficulties in particular children to guide classroom instruction

3 The Running Record Information compiled and presented by Mr. Ray Newton

4 Taking the Running Record Sit the child beside you Explain that you want the book readread independently. Read the title of the book to the child Give the child the book and record miscues and reading behaviors on the form or a blank sheet of paper. When a child stops allow enough time for her/him to work out the problem before you supply the word. Do not wait so long the meaning of the story is lost. Use a standardized system to record words read correctly, substitutions, omissions, deletions, and teacher told words. Note self-corrections. It is an indicator that the reader is monitoring comprehension Also note hesitations, repetitions and other behaviors that may provide information.

5 Some Common Teachers’ Notations Student’s Error Teacher’s Notation Substitution Student’s Word Correct Word Insertions Inserted Word Omission __ Word Omitted Teacher Gave Word T

6 Some Common Teachers’ Notations Student’s Behavior Teacher’s Notation Self Corrected Error SC Text Try That Again TTA Repetition R Repetition to a Starting Point R Hesitation / Accurate Reading

7 Substitutions There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of a shark are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone. special some Thatfish

8 Omissions There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of sharks are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone

9 Insertions There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of sharks are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone. of very big hard

10 Repetitions There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of sharks are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone. R R R R

11 Self Corrections There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of sharks are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone. Special some make truly SC

12 All Conventions There are more than 350 species of sharks. All sharks are alike in many ways that are very different from other animals. The skeletons of sharks are made totally of cartilage. This differs greatly from bony fishes whose skeletons contain true bone. many _ sharks cartingSC R

13 Scoring the Record Substitutions, Insertions, Omissions, Teacher-told responses are scored as errors. Repetitions are not scored as errors. Corrected responses are scored as self-corrections. There is no penalty for attempts that result in a correct response. Multiple unsuccessful attempts at a word score as one error. If the reader omits a line or lines, each word omitted is counted as an error. If the reader omits a page, deduct the number of words on the page from the total word count. It the reader repeatedly makes an error with a proper noun count it as one error.

14 Scoring Running Records Error Rate 1. Count the number of errors. 2. Compare this with the number of words in the passage. 3. Calculate the error rate. Total number of words in the passage Number of words Example: 100 words, 5 errors 100 = 20 = ratio 1:20 5 1

15 Scoring Running Records Accuracy Rate 1. Subtract the number of errors from the total number of words 2. Divide by the number of words Number of words minus errors Number of words Example: 100 words - 7 errors Number of words = =93%

16 Scoring Running Records Self Correction Rate 1. Add the number of errors and self corrections together. 2. Divide be the number of self corrections. Number of errors and self corrections Self corrections Example: = 15 = 3 ratio 1:3 5 5

17 Assessment Category description Accuracy rate Easy enough for independent reading 95 – 100% Instructional level for use in guided reading session. 90 – 94% Too difficult and will frustrate the reader 89% and below

18 Categories Category Description Accuracy Rate Range Easy Enough for Independent Reading % Instructional level for use in guided reading % Too difficult and will frustrate the reader 89% and below You can use the Accuracy Rate to determine the following:

19 Recording Observations Record your observation of the strategy used by the child when he/she self corrects. M Use this symbol when the child uses context clues, pictures, to assist in reading he word or phrase. S Use this symbol when the child uses the structure or syntax of the language to assist in reading the word or phrase V Use this symbol when the child uses phonics clues to assist in the reading of the word or phrase

20 The Running Record Form Student’s Name______________________ Date:___________ Title_________________Level______Number of Words______


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