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Running Records Presentation
Running Records Presentation
Running Records Presentation
Presented by:
Angie Rosen
Literacy Consultant
Agenda
Why is it Important to
Analyze Reading Behaviors?
to determine why a student is making or not
making progress in reading
to observe how a student approaches novel
reading situations and what he or she learns
from the encounter
to determine a students appropriate reading
level
Semantic Cues
Syntactic
Cues
Graphophonic
Cues
Figure
3.13
After instruction/reread
Evaluate retention of learning
Benchmark Assessment
Recognize trends
Comprehension Assessment
Running Record
Practice
mall
I went to the store with my friends.
M Yes, mall makes sense here.
house
I saw a horse trotting away.
M No, houses dont trot!
bithaday
He ate the whole birthday cake.
M No, nonsense words NEVER make sense.
Mrs. Wishy-Washy
Analyzing Miscues
The text said:
I like to see horses at the farm.
The child said:
I like to see heres at the farm.
heres
RR: horses
E
M S V
SC
Analyzing Miscues
The text said:
I like to see horses at the farm.
The child said:
I like to fly horses at the farm.
fly
RR: see
E
M S V
SC
Analyzing Miscues
The text said:
I like to see horses at the farm.
The child said:
I like to see ponies at the farm.
ponies
RR: horses
E
M S V
SC
Student A
Running Words
Errors
75/3 =
75 words, 3 miscues
Ratio 1:25
96%
Independent Level
Easy Text
(Independent level)
enjoyment
practice of strategies under their control
focus on meaning, deeper thinking
builds confidence
builds fluency development
silent reading or DEAR time
Student B
Running Words
Errors
100/8 =
Instructional Level
(Instructional level)
mixture of support and challenge
reads at a good rate with phrasing and
intonation
knows or solves most of the words (at
least 90%)
uses knowledge of what makes sense
Student C
Running Words
Errors
50/7 =
50 words, 7 miscues
Ratio 1:7
Hard Text
(Frustration level)
lose meaning
lose language structure
try to get through words
practice inappropriate reading strategies
frustration/avoidance
Grade K: A-C
Grade 1: C-I
Grade 2: J-M
Grade 3: N-P
Syntactic
Cues
Graphophonic
Cues
Cueing System
Teaching Cross-Checking
Does it look
right?
Graphophonic
Cues
Syntactic
Cues
Semantic
Cues
Instruction is Driven
by Running Record Results
Which reading strategies is the child using?
Which behaviors are disrupting reading?
How can I support the reader?
reversals (b, d, p, q, g)
or inversions (W for M)
Ask:
What letter does it
start with?
What would you
expect to see at the
beginning/middle/
end?
Did your points
match?
Does it look right?
Ask:
Can you reread that?
Can you say it another
way?
What is another word
that might fit here?
What sounds do the
letters make?
(ran vs. run)
Ask:
What happened in the
story when . . . ?
What do you think it
might be?
Can you reread this?
I heard you say
wavedoes that word
start with the sound
you hear in wave? Or
skip?
teach mini-lessons
for the decoding
strategies
offer Pocket Full
of Strategies
model what you do
if you get stuck on
a word
Happy
Analyzing
References
Boushey, G. & Moser, J. (2009). The CAFE Book: Engaging
All Students in Daily Literacy Assessment and
Instruction. Portland, ME: Stenhouse.