Analyzing Running RecordsDarlene BreauxAugust 20, 2013

Running Records Professional Learning Goals

Teachers will learn how to analyze running records to help students move forward and improve on their reading. This session will equip teachers with the skills of understanding the running records they have taken and how to use these records to drive instruction.

Purpose

•What is the purpose of conducting a Running Record?• Assessment tool • Document progress• Provide insights into the child’s reading strategies• Plan for future instruction• Find appropriate reading level of student• To guide reading instruction

Teacher & Student Roles during a Running Record

• Teacher’s role: Observe student’s reading behaviors while tracking accuracy and errors on separate sheet of paper• Student’s role: Read text independently with minimal assistance from teacher• Remaining students in small group- Read other guided reading books from their familiar reading book bag silently

Tips for Conducting Running Records

• Take a RR on the first 100 words or less (Depending on the book level)• Use RR sheet to record information• Administer on text that has only been seen once• Refer to Scoring sheet to get the accuracy rate

• 95-100%-Easy, 90-94% Instructional, 89%-Hard• Have a Teaching and Praise Point for each RR• Always analyze Running Records (MSV)

RR during Small Group Instruction• Running Records can be conducted by the teacher at the beginning of small group instruction or in a 1-1 group.• During the RR the other students in the small

group are reading different books from their familiar book bags silently or practicing sight words.

• Running Records should be conducted at least 1-2 times per month to determine student’s areas of improvement or areas of need.

Running Records Practice•Most Common Types of Running Records

• Accurate Reading• Repetition and Substitution• Self Correction• Consolidation: Substitutions, Repetitions, and Self

Corrections

Notations Utilized while Conducting a Running Record

Teacher Notation Meaning Error √ Accurate Reading NoT Told (by teacher) YesSC Self correct No- Omission Yes^ Inserted word YesTTA “Try that again” YesR Repetition No← Repetition to a starting point No A Appeal (asks for help) No W Student hesitated No // Short pause No# Long pause No

3 Types of Cueing Systems with Common Prompts for Teachers

MeaningWhat we read needs to make sense with our experiences, what we know about the worlds, and what is happening in the story.

Did That Make Sense?

StructureWe use our knowledge of the way we talk to read. Our reading sounds like the language patterns we speak and the language of the books we read.

Does it Sound Right?

VisualThe words we read must match the letters/sounds we see. We look at the first, middle, or last letter of a word, or a familiar part of the word.

Does it Look Right?

Sample Passage

The Farm

I like to see chickens at the farm.

I like to see cows at the farm.

I like to see pigs at the farm.

End of Session•Questions/Comments• If you need further support or information please contact me at: darlene.breaux@arrowacademy.org• Enjoy the rest of your week!