Running Record
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The document discusses taking running records to assess a child's reading level. It explains that a running record involves recording both accurate and inaccurate words read by the child, and then analyzing error patterns to determine the child's reading abilities and areas for growth. The document provides guidance on administering and analyzing running records, including calculating accuracy rates, identifying cueing systems used, and determining appropriate reading levels.
![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 ]](https://image.slidesharecdn.com/runningrecorddavaofinal-copy-150722123700-lva1-app6892/85/Running-Record-4-320.jpg)
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 student’s oral reading behaviors, analyzes his or her comprehension of a text, and determines a student’s 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 child’s ◆ an insertion dialect or accent
- 11. Tiger’s Whirlwind Day “But Dad !” said Karla, “You know Tiger is not a tiger at all. He’s really a scaredy cat. Please let me go out and find him. I can’t let him stay out in this storm!” out Has
- 12. “Stay right here!” Dad said firmly. “It’s not safe for you to go out! We’ll 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
- 13. “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 don’t feel like telling any stories.” You SC watched engory didn’t
- 14. “Come on. Come sit down,” Dad said. “I’m sure Tiger will find a place to hide.”
- 16. Story: Tiger’s Whirlwind Day Running Words: 125 Error: 8 Self-Corrections: 2
- 17. 1. Calculating Error Ratio Count the errors, and enter the error ratio, Errors Running words 8 Or 1 125 16 1 : 16
- 18. 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:
- 19. CALCULATING ACCURACY RATE 100 E RW 100 1 100 .064 100 1 93.6%
- 21. CALCULATING Self Correction RATE SC E + SC 2 8 + 2 2 10 1 : 5
- 22. 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
- 23. Analyzing a Running Record
- 24. + Does it make sense? + Does it sound right? + Does it look right? + = Reading
- 25. 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.
- 26. • 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:
- 27. Example Problem #1 The dog ran beyond the shed. runne d
- 28. Example Problem #2 The dog ran beyond the shed. behin d
- 29. Example Problem #3 The dog ran beyond the shed. began
- 30. 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.
- 31. 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.
- 32. Problem #1 “I need someone to measure how far I can jum makesur e fast Meaning Structure Visual
- 33. 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:
- 34. Problem #2 Raccoon looked at her shiny new medal and felt proud. per R Meaning Structure Visual
- 35. The reader is using the visual cueing and neglecting meaning and in essence structure as well. Answer:
- 36. Problem #3 Down the side of the hill rushed the rock, faster and faster until…crash! he fast Meaning VisualStructure
- 37. 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.
- 38. 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
- 39. The reader is using the visual cueing and neglecting meaning and in essence structure as well. Answer:
- 40. Problem #5 Lizard lost so much weight that he began to get skinny. wite Meaning Visual Structure
- 41. Answer: The reader is using visual cues but not meaning. Structure is debatable in this example.
- 44. 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
- 45. 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.
Editor's Notes
- #28: In this example the student read the sentence as follows: The dog runned beyond the shed. The check marks indicate where the reader decoded a word correctly. Where a word, letter, or group of letters is noted in red above the sentence the student has made an error in decoding. In this example the student read “ran” as “runned”. In order to analyze the error it’s important to remember that we are trying to pinpoint the cueing system or systems that the student is using and we only read up to the point of error and not beyond. Reading beyond the error will skew the analysis. When analyzing an error we have to ask ourselves three questions: Does the phrase make sense so far? Does the phrase sound grammatically correct so far? Is the reader using visual cues to decode? In this example the reader is using meaning and some visual cues to try to decode the unknown the word. Although the sentence doesn’t sound grammatically correct it’s intended meaning is correct. The reader has also used the “R” and “N” as visual cues. Just a small note, this type of error is not a common occurrence. Most often a reader will use visual cues alone and neglect both meaning and structure or use both meaning and structure and neglect visual cues.
- #29: In this example the sentence is read: The dog ran behind the shed. The reader replaced beyond with behind. When reading up to the point of error, “The dog ran behind”, the phrase makes sense and is structurally sound. Therefore although the reader is using some visual cues this is the only cueing system that is not being used effectively.
- #30: In this example the sentence is read as follows: The dog ran began the shed. The word beyond is replaced with began. If you read up to the point of error, “The dog ran began” the phrase doesn’t make sense nor is it structurally sound. The only cueing system the reader is using is visual cues. You might be thinking to yourself that this is very subjective and open to different interpretations. And you are right. However, the more you use the system the better and more consistent you become in your analysis. Don’t be disappointed if you have difficulty with the following practice problems, this is a skill that takes time and practice to master.