Lisa Montelbano Running Record Analysis EDUC 681 For my running record analysis, I used the Fountas and Pinnell Benchmark Assessments. The student I worked with is in my first grade class and turned seven this past March. Student M was independent at a level D in March. We started with a level E and she selected the book, The Lost Tooth. Overall, Student M read the book fluently, comprehended well, five errors for 97% accuracy, one self-correction, and writing displayed accurate comprehension. When analyzing Student M’s five errors, she attempted to sound out three words by only looking at the first 2 to 3 letters: wiggled, wanted, soup. She did not try other strategies such as looking inside the word for word chunks or gathering meaning from the other words. Her other two miscues were pulled for played and wanted for went. These errors were visually aligned to the story’s words and also fit the sentence structure. Then Student M selected a Level F book, Anna’s New Glasses. Student M was independent at this level with a 98% accuracy, two self-corrections, read fluently, and high comprehension. Her four errors were no for one, some for those, and two teacher told miscues for the words purple and Mrs. She attempted to sound out purple and Mrs. For these miscues, Student M did not rely on outside clues to help her self-monitor such as for the color purple the student did not look at the picture or reread the sentence. She tried to tackle the words by using a few letter sounds. Her strengths were her smooth, expressive reading of the sentences and her answers to the comprehension prompts. The next day Student M tried Level G and read the book Bedtime for Nick. Student M scored 97% accuracy, four self-corrections, fluent reading, and comprehended well. Her gains in her sight word vocabulary and ability to understand the story as she read helped her be successful. In this story, Student M had seven errors and she missed the word mom (said mother) twice but did read it correctly