running records - teachers of tomorrow
TRANSCRIPT
RUNNING RECORDS
STR Breakdown
• 90 Selected Response Questions
• 1 Constructed Response Question
• 5 Hours to Complete
✓Definition of a Running Record
✓How to score a Running Record
✓Cueing System: meaning, structure, visual cues
✓How to analyze miscues
✓Using Running Records to plan instruction
Today You Will Learn
What is a running record?
• Assessment tool used to provide teachers insight on how a student is reading
• Gives information about how the reader is processing print
• Tells the teacher what type of errors a student is making and what strategy the student IS using
• Helps the teacher make decisions regarding instructional needs, grouping, reading levels and appropriate materials
• Student’s word reading accuracy
• Independent 95% or above
• Instructional 90-94%
• Frustrational-Less than 90%
The Importance Of A Running Record
-It’s easy to pull a group of students to your guided reading table to listen to them read….
BUT
A good teacher has reviewed their student’s running records to determine a good teaching point to help the reader progress. A running record will help the teacher pinpoint what the reader needs to focus on so they can guide their instruction.
✓ If the book is too hard, there will be too many teaching points and the student will lose comprehension.
✓ If the book is too easy, there won’t be a teaching point!
1. Determine a student’s instructional reading level to establish reading groups
2. Determine if a child is ready to move up to the next level
3. Collect data to determine next steps for a student
When TO USE A RUNNING RECORD:
How often should a teacher give a running record?
It depends what you are using it for!
• Struggling students should have a Running Record at least once a week. This provides your campus with documentation, as well as gives you important information on what they are struggling with.
• On-level students and students who are above level should be given at least one Running Record every two weeks. This makes sure that they are staying on track with their reading and gives you ideas for future lessons.
• Give a Running Record to determine if it is time to move a student to a higher level! Is the student in your group independent and scoring 95% or higher? If so, it’s time to move them up!
What does a running record look like?
• Different campuses may have different expectations. In the back of your guided reading book baggies, there is a guide that provides you with the words in the book. You can make copies of this or simply use a blank generic copy.
• *Make sure if you are using a blank copy, count the words ahead of time and find your stop point for the student!
How many words are
you assessing?
Aim for 100 words.
Independent Level >95%
Instructional <90-95%
Frustrational< 90%
Self Correction Rate: E+SC/SC
Example: RW = 118, E = 5, SC = 2
5+2=7
7/2=3.5 (round up to 4)
Error Rate: 1:4
Accuracy Rate
Example: RW = 118, E = 5, SC = 2
Accuracy: 118 – 5 = 113
113/118 = .957 (round up)
.96 x 100 = 96%
Error Rate: Words/Errors
Example: RW=118, E=5, SC= 2
118/5=23.6
Round up=1:24
How To Give A Running Record
*Seat student comfortably at the Guided Reading table
*Be prepared with a copy of a Running Record (either blank, or with words) and a book for the student
Questions for Thought:
What type of book should you give the student if you are wanting to collect data on errors/things they are doing well?
What type of book should you give to a student if you are wanting to see if they are ready to move up a level?
Running Record PracticeLet’s listen to the following video and take a Running Record together!
Carlos Goes Camping: https://youtu.be/bkjnBtpNX-0
Review Video Findings
Pg. 2 Carlos and Dad are in a car. Pg. 3 Carlos and Dad are going camping.
Pg. 4 Carlos helps with the tent.
It is fun.
Pg. 5 Carlos gets
his sleeping bag.
He puts it
near dad’s
sleeping bag.
Pg. 6 Can you look for sticks?
asked dad.
“I can look for sticks!”
said Carlos.
Carlo
is T
h..a..l..s.. T
d..a..d i…SCCarlo
t..e..n..tT
f..u..n.. SC
Carlo get
Sleeping bag
Here
n..e… T
Carlo
wood
wood
said
How To Determine Accuracy Rate
• Subtract the number of errors from the number of running words (all words in the text except title);
• Divide the remainder by the number of running words;
• Multiply by 100
• Round to nearest whole number.Example:150 (running words) – 11(errors) = 139; Divide 139 by 150 (running words) Multiply by 100 = 92.6 = 93%
Independent = 95% or aboveInstructional = 90-94% Difficult = 89% or below
12/47
Student said “Carlo” instead of Carlos. Count as 1 error
47-12=3535/47=.74.74X100=74%
74
12+2=1414/2=7
7
The student read very choppy and had to be told multiple words. Lost meaning while reading
due to fluency. Move down reading groups.
Jane Garcia
4
Comprehension
• The previous student was reading at a frustrational level. The student was so busy decoding each word, that if the teacher were to ask the child what the story was about, chances are, they wouldn’t know.
• There is more to reading than decoding! The reader must also be able to comprehend what they are reading. Good questions to ask after a running record could be:
• Who were the characters? What was the setting? What was the problem/solution?
• Tell me your favorite part of the book, and why it was your favorite.
• What does this book remind you of? Can you make any connections?
• What do you think is the most important part?
• If the book is nonfiction—Tell me 2 things you learned about _______.
**Jot down notes directly on the student’s Running Record.
Let’s try that again!
The Three Little Pigs
9. “Let me come in!” said the wolf. “No!” yelled the pigs.
8. The second little pig built a house of sticks. He was not afraid of the wolf.
10. The wolf blew the house in. The little pigs ran to their brother’s house.
11. The third little pig built a brick house. His brothers warned him about the wolf.
scared hissc
blowed
three wouldbrother havesc
Scarlett Lunsford 11/9/20 05/18/15 5
5/56 11 91 4
56/5
56-5=5151/56=.91.91x100-91%
5+2=77/2=4
What to do after you’ve taken A running record?
Meaning, Structure And Visual Cues
• When a child reads, they are using an interactive process in which the reader uses information in the text (visual), and applies his/her knowledge of the world (meaning), and knowledge of the language (structure), to help determine author’s intended message.
When a child is using meaning:
kid*Sarah watched the child play.
When a child is using syntax:
*Sarah watched the child play.
When a child is using visuals:
*Sarah watched the child play. pan
a
Let’s Practice MSV
What the text says:
The wheel comes off the truck.
The student reads:
The wheel comes of the truck.
Is the student using Meaning? Syntax? Visual?
Let’s Practice MSV
What the text says:
The wheel comes off the truck.
The student reads:
The wheel comes of the truck.
The student is NOT using meaning. “The wheel comes of the truck” does not make sense.
The student is NOT using syntax. “The wheels comes of the truck” is not grammatically correct.
The student IS using visual! Of and Off are very similar words.
Teacher prompt: Does that make sense?
MSV Practice, Continued …
What the text says:
The wheel comes off the track.
The student reads:
The wheel comes off the truck.
Is the student using Meaning? Syntax? Visual?
MSV Practice, Continued …
What the text says:
The wheel comes off the track.
The student reads:
The wheel comes off the truck.
The child IS using meaning! “The wheel comes off the truck” makes sense!
The child IS using syntax. “The wheel comes off the truck” is grammatically correct.
The child is NOT using visual. While track and truck look similar, they are not the same word.
Teacher prompt: Does that look right?
MSV Practice, Continued …
What the text says:
The truck rolls down the hill.
The student reads:
The truck roll down the hill.
Is the child using Meaning? Syntax? Visual?
MSV Practice, Continued …
What the text says:
The truck rolls down the hill.
The student reads:
The truck roll down the hill.
The child IS using meaning. Trucks can roll!
The child IS using visual. Roll and Rolls are visually similar.
The child is NOT using syntax. “The truck roll down the hill” does not make sense.
(Trick: Stop at error. Does is make sense up until the error? The truck roll.)
Teacher prompt: Does that sound right?
Let’s analyze the last Running Record we took on the Three Little Pigs.
The Three Little Pigs
9. “Let me come in!” said the wolf. “No!” yelled the pigs.
8. The second little pig built a house of sticks. He was not afraid of the wolf.
10. The wolf blew the house in. The little pigs ran to their brother’s house.
11. The third little pigs built a brick house. His brothers warned him about the wolf.
scared his
sc
blowed
three wouldbrother have
sc
E SC EMSV
SCMSV
1 1 M S V M S V
0 M S V M S V
1 M S V M S V
3 1 M S VM S VM S V
M S V
C
Errors:The reader uses meaning 5 out of the 5 errors.The reader uses syntax 4 out of the 5 errors.The reader uses visual 1 out of the 5 errors.
Self Corrections:The reader uses meaning 2 out of the 2 errors.The reader uses syntax 2 out of the 2 errors.The reader does not use visual.
Running Record MSV Check
Looking at the errors on this Running Record,
• What does the student do well?
• What does the student need to work on?
• Is the student reading independently? Instructional? Frustrational?
What lessons would be beneficial for this reader?
1. Caught you! Teachers can practice reading the text while the student follows along with their eyes. When they notice the
teachers error, they scream out, “caught you!”
2. Cut up note cards of different words to recognize their “parts.” Pull the word apart, and then piece them back together.
3. Teach the student how to slide their finger across the unknown word to read through the word.
4. Use magnetic letters with red consonants and blue vowels. This helps the student see the vowels easier.
5. Have the teacher orally decompose a word s*e*c*o*n*d. The student will then try to hear what word the teacher is
trying to say.
Other Ideas?
The student does well at using the beginning sounds of a word, but struggles with reading through the whole word.
s
Running Record MSV Check
Looking at the errors on this Running Record…
• What does the student do well?
• What does the student need to work on?
• Is the student reading independently? Instructional? Frustrational?
What lessons would be beneficial to the reader?
1. Cover the unknown word. Have the student reread the sentence and tell you what they think makes sense. Slowly uncover the word letter by letter.
2. Have the student look at the picture before reading the text and discuss what they see. What is the character doing? What words do you think you will see on this page?
3. When reading a nonfiction book, create a KWL chart. Introduce vocabulary words prior to reading.
4. Five metacognitive strategies that engaged readers tend to use are questioning, predicting, visualizing, summarizing, and making connections.
Other Ideas?
The student does well at thinking of a word that looks like the unknown word, however she is not using meaning.
Additional Training Sessions
Questions?
Thank you!