Running Records CSC February 24 th, 2010

When we read, some of the information we use comes from the page (text and graphics), some from our experience of the world and some from our understanding of how language works. Effective readers use and integrate all 3 sources: 1.Meaning cues (semantics) 2.Structure cues (syntax) 3.Visual cues (grapho-phonics)

provide an insight into a student’s reading as it is happening give us an indication of how a student is using the cue sources should be taken on a passage of text with 100 – 150 words are not a teaching opportunity are most effective with struggling readers

You try Y

                           Example 1: Record correct response with a tick Run, run as fast as you can You can’t catch me I’m the Gingerbread man.

  quick      caught     boy Example 2: Record the child’s substitution and the text fast catch man Run, run as quick as you can You can’t caught me I’m the Gingerbread boy.

          Example 3: Use a dash to indicate words the child omits to read as can’t Run run fast as you can You catch me I’m the Gingerbread man.   

                            Example 4: Record words inserted Run run as fast as you possibly can You can’t catch me now I’m the Gingerbread man. possibly  now

        R       Example 5: Record a repeated word with a tick Run, run as fast as you can You can’t can’t catch me I’m the Gingerbread man.

      R    R       Example 6: Record a sequence of repeated words with an arrow back to the point to which the child returns. Run, run as fast as you can as fast as you can You can’t can’t catch me I’m the Gingerbread man. 

            Example 7: Record a self correction for a substitution. Run, run as far fast as you can You can can’t catch me I’m the Gingerbread man. far SC fast can SC can’t

            Example 8: Record a self correction for a repeat. Run, run fast as you can You can’t catch me I’m the Gingerbread boy Gingerbread man. as RSC   boy man RSC

  quick      c - cat      kid R Example 9: Record the substitution, multiple attempts and self correction during a repeat. fast catch man Run, run as quick as you can You can’t c cat catch me I’m the Gingerbread kid kid I’m the gingerbread man. SC 

        - A     - Example 10: Record the appeal and told catch Gingerbread Run, run as fast as you can You can’t pause/appeal catch me I’m the pause/appeal/told Gingerbread man. A T 

How to quantify the running record 1.Count the words in the text. 2.Count the errors and enter the Error Rate. 3.Use the conversion table to find the Accuracy Rate. 4.Work out the Self-correction Ratio.

Calculations (RW=Running words; E=Errors; SC= Self corrections) ERROR RATE Running words Errors Eg 100 = Ratio 1:10 10 ACCURACY To get the accuracy use the conversion chart SELF CORRECTION RATE E+SC SC eg 15+5 = Ratio 1:4 5

Error rate, accuracy rate, self correction rate, level of text difficulty Error RatePercent Accurate 1: 200 1: 100 1: 50 1: 35 1: 25 1: 20 1: 17 1: 14 1: : : EASY INSTRUCTIONAL Good opportunity for teachers to observe children’s ‘reading work.’ 1: 9 1: 4 1: 3 1: 8 1: 7 1: 6 1: HARD The reader tends to lose the meaning of the text.

Write M, S, V in the column Circle the letters which show the information source the child has used to make that error Consider the behaviour in terms of the sources used up to the point of the error, not beyond This can only be a teacher’s best guess

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