1. Running Records Assessment that drives instruction
Quickly introduce selves and assign partners (1s and 2s)

2. Note that this is on the back of page 1 in the packet
Note that this is on the back of page 1 in the packet. Pay attention to Meaning facilitating reading.

3. Why is a running record assessment important to my instruction?
A record of a student’s reading behaviors: “a snapshot”.
A running record, “provides the teacher with a playback of an entire oral reading episode, including the smallest details on the reader’s attitude, demeanor, accuracy, and understanding ”.
Captures what a child knows and understands about the reading process and captures a child’s thinking.
Enables a teacher to immediately change instruction where necessary.
Allows goals to be set for student outcomes creating better readers.
Alpha Kids Assessment, How to take running records. Canada: Scholastic
Shea, M Taking running records. New York: Scholastic

4. Why is a running record assessment important to my instruction?
Answers Dufour and Marzano’s Four Essential Questions that ensures students learn at high levels:
What do we want our students to know and be able to do?
How will we know if our students are learning? How can we check for understanding on an ongoing basis in our individual classrooms?

5. What do we want our students to be able to do?
MCCS-ELA: Students demonstrate:
RF:1-understanding of the organization and basic features of print. (concept of print)
RF:2-understanding of spoken words, syllables, and sounds (phonemes). (phonological awareness)
RF:3- knowledge and apply phonics and word analysis skills in decoding. (phonics and word recognition)
RF: 4 -Read with sufficient accuracy and fluency to support comprehension. (fluency)
Reading Standards: Reading Foundational Skills (K-5)

6. Thinking and Partner Discussion
How do you currently conduct formative assessments of reading in your classroom?
Model Think (individual brainstorm) – Pair 1’s & 2’s talk) – Share (whip-around) activity

7. What is a running record assessment?
Developed by Marie Clay from the early reading studies she conducted in the 1960’s – The Reading Recovery Queen!
Consists of detailed codes that records detailed information during a student’s reading
A quick and easy method to assess students' reading behaviors “on the run”
Uses only the first words in a passage (or the entire passage if it’s less)
Allows for processing and analyzing of student reading behaviors after reading has occurred.

8. What are the codes used in a running record assessment?
Teacher Notation Meaning Error
√ Correct word No
T Told (by teacher) Yes
SC Self correct No
- Skipped word Yes
^ Inserted word Yes
TTA “try that again” Yes
R Repetition (per word) Yes
← Repetition to a starting point Yes
A Appeal (asks for help) No
W Student hesitated No
// Short pause No
# Long pause No
Hand out laminated cards

9. How do I administer a running record assessment?
Choose a book/passage that child has read 1-2 times before or a Benchmark book – one that represents a specific level (Reading A to Z, Scott Foresman), one that the child has never read before
The teacher sits next to child in order to view passage
On separate piece of paper, write a checkmark for each word read correctly
When mismatch occurs during reading, draw a line
Child’s behavior above the line
Correct word
Depending on the learning goal, the teacher may ask child to retell story in his/her own words or may ask a series of comprehension questions.
Then look at the back of the page (coding a running record) First example “I Do” running record assessment under document camera, participants watch and listen
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heineman.

10. How do I analyze a running record assessment?
When analyzing a child’s reading performance, use your best guess of the process or reading thinking that is occurring(using all the knowledge you have gathered about the child)
It is important to use meaning cues, structural cues, or visual cues – these are clues that unlock meaning for a reader
Alpha Kids Assessment, How to take running records. Canada: Scholastic
Practice passage “We do” here of 2nd recorded reading.

12. When all used correctly Personal Meaning occurs.
Cueing System Clues
Meaning (M)--Meaning is part of the cueing system in which the child takes her or his cue to make sense of text by thinking about the story background, information from pictures, or the meaning of a sentence. These cues assist in the reading of a word or phrase.
Structure (S)--Structure refers to the structure of language and is often referred to as syntax. Implicit knowledge of structure helps the reader know if what she or he reads sounds correct.
Visual (V)--Visual information is related to the look of the letters in a word and the word itself. A reader uses visual information when she or he studies the beginning sound, word length, familiar word chunks, and so forth. S
When all used correctly Personal Meaning occurs. M V

13. Analyze to guide instruction
It is important to look at all the errors your student makes.
What is the student using to make sense of the story?
The reader used meaning and structural cues to create meaning in the story. He/she did not use visual cues since the words do not resemble each other.
Text
Cues Used
woods
There are many trees in the forest
M S V
The reader is using MEANING because it makes sense to say woods in this sentence for context.

14. Analyze to guide instruction
What is the student using to make sense of the story?
The reader substituted poor for pool. This does not make sense (M) and does not sound right (S). However, the words do resemble each other visually (V), therefore the reader used visual cues to create meaning.
Text
Cues Used
poor
I swim in a pool.
M S V
Important to note what the student IS using.

15. How do I analyze a running record assessment?
According to Marshall and Campbell (Schumm, 2006, p.191), reading with fluency has four components:
Fluency
Speed
Accuracy
Comprehension
Prosody or expression
reading rate
measured in words per minute (wpm)
percentage of words read correctly
tone
juncture or phrasing
pitch
reading that sounds like talking
Constructing meaning while reading

16. Analyzing Accuracy… Reading Level
Accuracy Rate- running words ________ = 1: ___ = ___%
Errors
Percentage Correct
1 error in a specific amount of words
Text
Accuracy
Easy Text %
Appropriate Instructional Text
93-95%
Challenging Instructional Text
90-92%
Hard Text
Below 90%
If time allows practice 3rd passage for another “we do.”

17. Blank copy of this on the back of the stapled packet.

18. Closure Running Records are a _____________________
There are three cueing systems for assessing reading _____________, ___________ and ___________.
___________ facilitates reading
The four components for reading with fluency are: ___________, accuracy, ___________ and prosody (expression.)
1.Diagnostic formative reading assessment
2. meaning, structure and visual
3. Meaning
4. speed, comprehension

19. Have a wonderful year! Make it the best one yet.
Thank You
Have a wonderful year!
Make it the best one yet.

20. Sample of a completed Running Records.