1. Introduction to the Conventions and Scoring
PART ONE
Introduction to the Conventions and Scoring
Sensitive Observation of Reading Behavior
Running Record Professional Learning Package

2. What will we accomplish today?
Learn conventions that are used when taking a running record
Practice each convention
Basic scoring

3. Running Records
Running Records help analyze a child’s reading behavior
When taking a running record, you do not need to use a preprinted copy of the text
Teacher can use a form or a blank sheet of paper

4. Accurate Reading
When a child accurately reads the text, the teacher will use a tick or check to record an accurate response
The dog is in the yard.

5. Practice

7. Substitution
A child substitutes the word in the text for another word that he or she may be familiar with
I can see my mother
mom
The incorrect word is recorded above the correct word
Counts as one error

8. Practice

10. The b- ba ball is in the grass.
Attempts at Words
If a student tries to read a word, you will record all attempts
The attempt may lead to the correct word or an error
Counts as one error
The b- ba ball is in the grass.

11. Practice

13. Self Correction
A self correction occurs when a child corrects a substitution without teacher prompting.
You will use SC to show that the child made a correction
SC does not count as an error
mother SC
mom

14. Practice

16. Consolidation Practice Conventions 1-4
Correct response
Substitutions
Attempts at words
Self corrections

17. No Response and Insertion
A child will not make a response or they will insert a word; counts as one error
If there is no response, you will use a dash above the word in the text
__-__
car
If the child inserts a word, you will use a dash below the word they inserted in the text -

18. Practice

20. Told
A child may stop and is not able to continue reading; counts as one error
After 3 seconds, you want to give the student the told because you don’t want to child to lose meaning
-_____T___
truck
If you give the child a told and they repeat the word you will record: -_____T__R_

21. Practice

23. Verbal Appeal A child will appeal or ask for help
You can turn to the child a say “you try it”
If the child remains silent, you can give the child the told
A=Appeal Y=You try it T=told
-_____A T___
truck Y
Counts as one error

24. Practice

26. Consolidation Practice Conventions 1-8
Correct response
Substitutions
Attempts at words
Self corrections
No response and insertions
Tolds
Verbal appeal

28. Try That Again
When reading a child can get confused or mumble his/her way through a text, you can ask the child to try that again and show him where to start
Counts as one error
Use brackets to show where child had to start
[The bus slow is ] TTA
is slow

29. Practice

31. Single Word Repetition
If a child repeats a word while reading, you will use R to show to repeated word
If the word is repeated more than once, you will use R and the number of times the student repeated the word
Not an error
the R car R 2

32. Practice

34. Phrase or Line Repetition
A child will go back and read a line or phrase again
Write a capital R and draw an error to show where the student started to read R

35. Practice

37. Repetition and Self Correction
A child may reread the text and correct the error
You will use the R for repetition and SC for the SC
Does not count as an error
a SC R
the

38. Practice

40. Spelling and Sounding out a Word
A child may spell a word when reading
SEE saw
see
A child may sound out a word when reading
s-e-e saw

41. Practice

43. Consolidation Practice All Conventions
Correct response
Substitutions
Attempts at words
Self corrections
No response and insertions
Tolds
Verbal appeal
Try that again
Single Word Repetition
Phrase or Line Repetition
Repetition and Self Correct
Spelling and Sounding out a word

45. Tools for learning: pencil/pen, Student One’s Running Record, Worksheet 4 and copy of the text The Zoo Trip
Look at Student One’s Running Record and MSV (5 mins)

46. Remember to record: title errors words error and SC rates
Total MSV at the bottom
Record information regarding directionality, fluency, etc
Record a brief statement about strategies used during reading

47. As students read, think about:
What strategies do they use?
Are they reading fluently or is the reading choppy?
Can they adjust the rate of reading to ensure they understand?
After a student has read a book, is the student able to answer questions about what they have read?

49. Remember to record: title errors words error and SC rates
Total MSV at the bottom
Record information regarding directionality, fluency, etc
Record a brief statement about strategies used during reading

55. Thank you for attending today!
We will you the next SLT date!