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Running Records
Objectives• To review the components of the reading
process
• To promote participant awareness of Running Records as an assessment tool
• To provide an opportunity to practice using Running Records
• To facilitate discussion and reflection on the use of Running Records
Components of the Reading Process
Wide variety of texts
Attitude/ Motivation
Reading Fluency
ComprehensionVocabulary
Phonological Awareness/
Phonics
PDST:2013
Key Messages • Running Records are an effective tool for
assessing a child’s reading level
• Running Records can be used for grouping
children according to their instructional
reading levels
• Running Records are taken to guide teaching
• Running Records are taken to capture progress
Guided Reading
“Guided reading is a procedure that enables
teachers to support small groups of students who
use similar reading strategies and who are able to
read texts at a similar level”
(First Steps Reading Resource Book pg. 20 – 22)
What is a Running Record?
• An assessment of the child’s reading ability using an
appropriately selected piece of text
• A Running Record gives you evidence of what the
child is able to do, ready to learn and learning over a
period of time
• It requires observing and recording all behaviours to
help determine the “thinking process” children are
using to read a piece of text
(Assessment in the Primary School Curriculum, NCCA, 2007)
Assessment in the Primary School Curriculum: Guidelines for Schools (2007)
A broad range of assessment data
How to take a Running Record
• Sit the child beside you at a table
• Choose a piece of text appropriate for the child’s
reading ability approximately 150 words long*
• Observe the reading behaviours the child displays as
he/she is reading
• Do not teach during the Running Record
• Praise the child for their reading
Errors -V- Behaviours
• Appeal
• Try that again
• Repetition
• Self Correction
• Substitution • Insertion• Omission• Told
• Accurate reading
• Substitution went want
• Repetition (R) R
• Self-correction (SC) went sc
• Omission
very
How to take a Running Record
want
• Insertion little-
• Appeal Asometimes
• Told (T) thought T
• Try That Again [ TTA]
How to take a Running Record
11
Accurate Reading
Substitution
Self Correction
Omission & Insertion
black-
four
early--
long--
two
-
Sounding Out
Appeal
AMugs
Aeyes
Atwitch
Alicks
Avelvet
Teacher Told
_____ tail T
_____twitch T
____________ breakfast T
__________favourite T
Mugs T
Try That Again
b-i-gbig
√ √ √
Repetition
____R_big
_____R_eyes
_____R_hair
__________R_breakfast
Give it a go!
Scoring a Running Record
1. Count the number of words read
2. Count the number of errors made
3. Divide the number of words read by the errors
made to give you a ratio
4. Convert this to a percentage to find out the child’s
reading level
Reading Level
• 95% - 100% Easy
• 90% - 94% Instructional
•
Brainstorm the Practical Application of a Running Record
Interpreting Reading Errors
• Readers use three different cues when reading
1. Meaning Cues (Does it make sense?)
2. Visual Cues (Does is look right?)
3. Structural Cues (Does is sound right?)
Meaning Cues
• This refers to the child’s ability to make sense of a book at
the text, content and word level
• The child brings prior knowledge to every book they read
• If they are making meaning of the text, they think and
evaluate what they read
• If a child’s error makes sense in light of the background of
the story, information from pictures and meaning in the
sentence then the child is using a Meaning Cue (M)
Visual Cues
• Visual information is the way letters and words ‘look’.
• Readers connect how words and letters look to the
sound of words and letters, when they are reading
• If the child’s attempt resembles the word in the text
at all, they are using some component of a Visual
Cue (V)
Structural Cues
• Children who use structural cues are relying on their
knowledge of grammar and structure of language to
make the text sound right
• Using this knowledge, readers check whether or not
the word or sentence sounds right
• If the error made makes sense structurally then the
child is using Structural Cue (S)
Give it a go!
• Analyse the running record you have completed for
meaning, structural and visual cues
Planning for the Classroom
• Who?
• How?
• How often?
• What children?
• Consider the purpose?
Key Messages • Running Records are an effective tool for
assessing a child’s reading level
• Running Records can be used for grouping
children according to their instructional
reading levels
• Running Records are taken to guide teaching
• Running Records are taken to capture progress
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