Running Records in Reading Assessment
Running Records
Feedback…
•
What is a running record?
•
What does a teacher look
for in a running record?
•
How does a teacher respond
to the information collected
in a running record?
RUNNING RECORD: WHAT?
A running record is an assessment tool used
to capture what a student knows and
understands about the reading process.
Originally created by Marie Clay, a running
record helps a teacher assess a student's oral
reading proficiency as well as errors and self-
corrections. Running records show what a
student said and did while reading a specific
text, and provides the teacher an opportunity
to analyze what happened and plan
instruction.
DATA DRIVEN….
Level C
95% Accuracy
Level 9
Three Cueing Systems
M
e
a
n
i
n
g
S
e
m
a
n
t
i
c
prior knowledge
of the topic or experience,
pictures, story sense
S
t
r
u
c
t
u
r
e
S
y
n
t
a
c
t
i
c
knowledge of the way that
language is put together in
sentences, phrases, paragraphs,
grammatical patterns
V
i
s
u
a
l
G
r
a
p
h
o
p
h
o
n
i
c
knowledge of letters
and words, print conventions,
directionality
Does it
look right?
Does it sound
right?
Does it
make sense?
ANALYZING ERRORS: MSV
Meaning
: Readers often make substitutions
that indicate they are thinking about
meaning of the text. For example, a reader
might say
cool
for
cold
.
in
cool
environments
. (reader)
in cold environments
. (text)
Ask yourself:
… Does it make sense?
If so, circle the
M
in the sources of
information column under error (E).
Structure
: We have implicit knowledge of the
way words are put together to form phrases
and sentences. It “sounds right” to us.
Readers often substitute nouns for nouns or
verbs for verbs, indicating an awareness of
the structure of language. For example, a
reader might say
in
cool
environments
. (reader)
in cold environments
. (text)
Ask yourself:
…Does it sound right?
If so, circle the
S
in the sources of information
column under error (E).
Visual Information
: Readers use the
visual features of print – the letters and
words – to read. They connect these
features to phonetic information that
exists in their heads. For example, in the
following sentence, a reader might say
hit
for
hot
.
It was a
hit
day.
Ask yourself:
…Does it look right?
If so, circle
V
in the error column.
ANALYZING THE DATA
cool
for
cold
M S V
hit
for
hot
M S V
PROCESS TO ANALYZE MSV
1.
Analyze
sources of information used and neglected
•
What is the student’s pattern of using and
neglecting?
2.
Theorize
about processing problems.
•
What is being done well?
•
What processing problem needs to be shifted
now?
3.
Select
teaching points.
•
Select 1-2 teaching points.
5 MINUTE
TABLE TASK
Purpose for
reading:
Apply the 3 step
process for
analyzing a
running record.
As a table group, use the completed
running record and the 3 step process to
inform instruction for Brendan.
1.
Analyze
sources of information used and neglected
•
What is the student’s pattern of using and neglecting?
*** note this step is completed as the MSVs have been coded
2. Theorize
about processing problems.
•
What is being done well?
•
What processing problem needs to be shifted now?
3. Select
teaching points.
•
Select 1-2 teaching points.
Be prepared to share your findings with the large
group.
With your
spring
partner, use the
sample running record to discuss the
following question:
How can we respond to this
student’s needs within the
instructional approaches as outlined
in ?
(p. 29)
5 MINUTE
PARTNER TASK
Running Records
Feedback…
•
What is a running record?
•
What does a teacher look
for in a running record?
•
How does a teacher respond
to the information collected
in a running record?
Based on your feedback, RRs was an area identified as requiring some further conversation. Requests included “how to do a running record” but this forum does not provide an opportunity to adequately address that request.
A running record is a valuable tool in assessing a student's reading proficiency by capturing their oral reading behaviors. Teachers analyze the errors and self-corrections made by students to gain insights into their reading process. By focusing on meaning, structure, and visual cues, educators can tailor instruction to support students' reading development effectively.
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Presentation Transcript
Running Records Feedback What is a running record? What does a teacher look for in a running record? How does a teacher respond to the information collected in a running record?
RUNNING RECORD: WHAT? A running record is an assessment tool used to capture what a student knows and understands about the reading process. Originally created by Marie Clay, a running record helps a teacher assess a student's oral reading proficiency as well as errors and self- corrections. Running records show what a student said and did while reading a specific text, and provides the teacher an opportunity to analyze what happened and plan instruction.
DATA DRIVEN. Level C 95% Accuracy Level 9
Three Cueing Systems Does it sound right? Does it make sense? Structure Syntactic Meaning Semantic knowledge of the way that language is put together in sentences, phrases, paragraphs, grammatical patterns prior knowledge of the topic or experience, pictures, story sense Visual Graphophonic Does it look right? knowledge of letters and words, print conventions, directionality
ANALYZING ERRORS: MSV Meaning: Readers often make substitutions that indicate they are thinking about meaning of the text. For example, a reader might say coolfor cold. in cool environments. (reader) in cold environments. (text) Ask yourself: Does it make sense? If so, circle the M in the sources of information column under error (E).
Structure: We have implicit knowledge of the way words are put together to form phrases and sentences. It sounds right to us. Readers often substitute nouns for nouns or verbs for verbs, indicating an awareness of the structure of language. For example, a reader might say in cool environments. (reader) in cold environments. (text) Ask yourself: Does it sound right? If so, circle the S in the sources of information column under error (E).
Visual Information: Readers use the visual features of print the letters and words to read. They connect these features to phonetic information that exists in their heads. For example, in the following sentence, a reader might say hit for hot. It was a hit day. Ask yourself: Does it look right? If so, circle V in the error column.
ANALYZING THE DATA coolfor cold M S V hit for hot M S V
PROCESS TO ANALYZE MSV 1. Analyze sources of information used and neglected What is the student s pattern of using and neglecting? 2. Theorize about processing problems. What is being done well? What processing problem needs to be shifted now? 3. Select teaching points. Select 1-2 teaching points.
As a table group, use the completed running record and the 3 step process to inform instruction for Brendan. 5 MINUTE TABLE TASK Purpose for reading: 1. Analyze sources of information used and neglected What is the student s pattern of using and neglecting? *** note this step is completed as the MSVs have been coded Apply the 3 step process for analyzing a running record. 2. Theorize about processing problems. What is being done well? What processing problem needs to be shifted now? 3. Select teaching points. Select 1-2 teaching points. Be prepared to share your findings with the large group.
5 MINUTE PARTNER TASK With your spring partner, use the sample running record to discuss the following question: How can we respond to this student s needs within the instructional approaches as outlined in ? (p. 29)
Running Records Feedback What is a running record? What does a teacher look for in a running record? How does a teacher respond to the information collected in a running record?
