Running Record

1. Topic 1: Taking Running Records and Analysis of data

2. Running Record & Importance A method of assessing a child's reading level by examining both accuracy and the types of errors made A running record gives the teacher an indication of whether material currently being read is too easy or too difficult for the child, and it serves as an indicator of the areas where a child's reading can improve It provides classroom teachers with a formative literacy assessment technique that examines a students oral reading behaviors, analyzes his or her comprehension of a text, and determines a students appropriate

3. Steps in Taking a Running Record1. Select an approximate reading level for the student to read or let the student chooses a book that he/she can read. 2. As the student reads, the teacher uses the running record conventions to record every word that a student reads correctly and their errors. 3. Calculate the accuracy rate, error rate, and self- correction rate. 4. Analyze the Running Records by looking for patterns in reading behaviors to determine how the student is growing as a reader and what

4. Conventions for Recording Accurate reading Substitution Repetition (R) Self- correction (SC) Omission Insertion Told Verbal Appeal (A) You try it (T) TTA Try that again Child went Text want R or R went SC want ___-___ very little - ____________ thought T _____________A________ Sometimes Y [ TTA ]

5. 1. Mark every word read correctly with a tick or check child: text: to the shops (no error) 2. Record a wrong response with the text under it child: home text: house (1 error) 3. If a child tries several times to read a word, record all his trials child: here h- home text: house (1 error) How to Administer:

6. 4. If a child succeeds in correcting a previous error this is recorded as self-correction written as SC child: want wont SC text: what (no error) 5. If no response is given to a word it is recorded with a dash. Insertion of a word is recorded over a dash. child: - child: here text: house text: - (I error each) 6. If a child cannot attempt (3 attempts) a next word, he is told the word (written as T).( wait no more than 3 sec) child: home - text: house T house T (1 error)

7. 7. A verbal appeal for help (A) from the child is turned back to the child for further effort . Say You try it child: - A text: house - Y (1 error) 8. Sometimes the child gets into confusion and it is necessary to extricate him. Say try that again (written as TTA). Try that again will be counted as one error but the second attempt is scored child: look said Timothy text: Susan went with the headmaster to TTA (I) child: said R SC

8. 9. Repetition (R) is not counted as error behaviour. Write R for repeated words then indicate the number of repetitions. Write an arrow to a word where he returns. child: Here is the home R SC text: Here is the house (no error) 10. Sometimes the child re reads the text and corrects some but not all errors child: a SC house R text: the (one error , one SC)

9. Scoring a Running Record 1. Count only the running words in a text. Running words do not include titles, subtitles, captions, and so on. 2. 3. Count each word in a skipped line as an Count as one error: Do not count: a substitution self-corrections an omission repetitions an incorrect attempt a correct attempt an unsuccessful appeal a successful appeal a told word words pronounced differently in a childs an insertion dialect or accent

10. Tigers Whirlwind Day But Dad ! said Karla, You know Tiger is not a tiger at all. Hes really a scaredy cat. Please let me go out and find him. I cant let him stay out in this storm! out Has

11. Stay right here! Dad said firmly. Its not safe for you to go out! Well have to wait for the storm to pass. Cats are pretty good at taking care of themselves. But I have to go! insisted Karla. St- SC probly gone instead

12. We can sing some songs or tell stories until the storm lets up. I wish the storm would go away NOW! said Karla in an angry voice. And I dont feel like telling any stories. You SC watched engory didnt

13. Come on. Come sit down, Dad said. Im sure Tiger will find a place to hide.

14. Quantifying the RUNNING RECORD

15. Story: Tigers Whirlwind Day Running Words: 125 Error: 8 Self-Corrections: 2

16. 1. Calculating Error Ratio Count the errors, and enter the error ratio, Errors Running words 8 Or 1 125 16 1 : 16

17. ERROR RATIO % ACCURACY 1:20 - 1:200 95 - 99.5 Independent 1: 10 - 1:17 90 - 94 Instructional 1:2 1:9 50 89 Frustration Conversion of Error Ratio:

18. CALCULATING ACCURACY RATE 100 E RW 100 1 100 .064 100 1 93.6%

19. CALCULATING Self Correction RATE SC E + SC 2 8 + 2 2 10 1 : 5

20. The Self-Correction Rate indicates how well a child self-monitors his or her reading. A Self-Correction Rate of up to 1:5 shows the child is self-monitoring and using decoding strategies. Correction Rate of 1:6 and above is doing the opposite

21. Analyzing a Running Record

22. + Does it make sense? + Does it sound right? + Does it look right? + = Reading

23. Cueing System Review Meaning (M) Meaning is part of the cueing system in which the child takes his or her 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 he or she reads sounds correct. Visual (V) Visual information is related to the look of the letter in a word and the word itself. A reader uses visual information when he or she studies the beginning sound, word length, familiar word chunks, etc.

24. Does it make sense? M (meaning) Does it sound right? S (Structure) Does it look right? V (Visual) Questions to ask in determining cues used by the reader:

25. Example Problem #1 The dog ran beyond the shed. runne d

26. Example Problem #2 The dog ran beyond the shed. behin d

27. Example Problem #3 The dog ran beyond the shed. began

28. Please Remember When analyzing a miscue, use only the text up to the point of error to determine which cueing systems are being used. Anything beyond the miscue is information that will skew your analysis.

29. In the next slide try to determine the cueing system(s) the reader is using for the first error only. Please keep in mind that a reader may be using more than one cueing system at a time.

30. Problem #1 I need someone to measure how far I can jum makesur e fast Meaning Structure Visual

31. The reader is using Meaning & Structure cues because the sentence up to this point would make sense. You may also notice that the phrase would also be structurally sound. The reader is also using the Visual cueing system. Answer:

32. Problem #2 Raccoon looked at her shiny new medal and felt proud. per R Meaning Structure Visual

33. The reader is using the visual cueing and neglecting meaning and in essence structure as well. Answer:

34. Problem #3 Down the side of the hill rushed the rock, faster and faster untilcrash! he fast Meaning VisualStructure

35. Answer: The reader is using meaning up to this point. Please note that the phrase is also structurally sound. The reader is neglecting visual cues.

36. Problem #4 The rock stopped at the bottom of the hill, not far from the river. s-st-opped SC R R fair rever/reever SC Meaning Visual Structure

37. The reader is using the visual cueing and neglecting meaning and in essence structure as well. Answer:

38. Problem #5 Lizard lost so much weight that he began to get skinny. wite Meaning Visual Structure

39. Answer: The reader is using visual cues but not meaning. Structure is debatable in this example.

40. Sample Running Record Form

41. Instructions in filling the form: Notice the letters M S V on the right hand side of the paper. These letters stand for Meaning, Structure, and Visual. On an actual running record the user records the cueing systems that the reader is using to decode an unknown word. The student may be using one or more cueing systems to decode. The cueing systems being used are recorded by circling the appropriate letter: M S or V

42. Review the Analysis Note how many errors were made throughout the entire running record. Tally how many times each of the cueing systems was neglected. Decide which cueing system will be your main focus of instruction for the child.

Running Record

Education

sc child

house text

errors child

trials child

sec child

home text

sc house r text

home r sc text