Running Records: A Record of Oral Reading

1. Running Records: A Record of Oral Reading

2. Running Record Common Standards Format and conventions Based on what you observed Calculating /scoring Interpreting or analyzing

3. Why do a Running Record/ Record of Oral Reading? • Summarize a reader’s understanding of written language • Identify student’s strengths and weaknesses • Identify a reading level • Monitor student’s progress • Pinpoint and make decisions about grouping and teaching

4. Accurate reading is recorded with a check mark for each correct word.       The dog ran down the street. No Errors Accurate Reading

5. Substitutions are recorded with what the reader says on top and the correct word on the bottom.  cat     dog The dog ran down the street. Substitution = 1 Error Substitutions

6. Repetitions Repetitions are a recording of words or phrases repeated. A line is drawn above what is repeated with the letter “R” placed at the point where the child stopped to go back and repeat. __________ R     The dog ran down the street. No Error

7. Self Corrections Self corrections occur when a previous error is correct. This is written as SC (self-correction).  cat |SC    dog| The dog ran down the street. No Error

8. Omissions If no response is given to a word, it is recorded with a dash over the word omitted.   -   down The dog ran down the street. Omission=1 Error

9. Insertions If an extra response is given, it is record over a dash.    big  - The dog ran down the street. Insertions=1 Error

10. Told If the child balks, unable to proceed because he is aware he has made an error or cannot not attempt, he is told the word-written T.   dig |  or   - |    down | T ran | T The dog ran down the street. Told = 1 Error

11. Appeals An appeal for help from the child is turned back to the child for further effort before using T. (say “try it”)   - | A|  or   - | A| run    down| | T ran | | The dog ran down the street. Appeal = 1 Error if wrong answer or T given

12. Try That Again Sometimes the child gets into a state of confusion and it is necessary to assist. Put brackets around the first words that caused confusion and , enter the TTA, then begin a fresh record of the problem text.  Then  rundustthat   TTA =1 Error The ran down the   run    ran The dog ran down the street. One Error

13. Sounding Out Sometimes students decode words in ways that are not natural or fluent.  d/o/g     The dog ran down the street.

14. Reversals Sometimes kids read words and in the process reverse the words.       The god ran down the street. dog This is counted as an error

15. Let’s Practice doing a Running Record

16. Quick Tips for Oral Reading

17. Practice Running Records… • Group practice: Item • Group Practice 2: Item 9 • Group Practice 3: All conventions

18. Analyzing errors and Self-corrections • Consider the behavior up to the point of error • Self-corrections –what did the student use to automatically correct the error • Analyze errors first and then the self-correction • What did the student use: meaning, syntax or visual information

19. Sources of information • Meaning/Semantics • Uses pictures or illustrations • Background knowledge • At word, phrase sentence level • Structure/Syntax • Does it sound right/could you say that way • Tense agreement • Story structures • Visual • Does it look right? • Used initial, medial, end • Clusters, chunks • One to one

20. Time to Analyze our Records! Whole Group and Partner work

21. Data is Key…. You cannot personalize learning without data. Phil Stubbs