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The Running Record. The Running Record is a record or errors, or miscues, that readers make as they are reading. Why do we use Running Records?. to evaluate text difficulty. to group together children with similar needs. to monitor progress of the reader.

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The Running Record

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The running record l.jpg

The Running Record

The Running Record is a record or errors, or

miscues, that readers make as they are reading.

Why do we use Running Records?

  • to evaluate text difficulty

  • to group together children with similar needs

  • to monitor progress of the reader

  • to allow different children to move through

  • different books at different speeds while

  • keeping track of (and records of)

  • individual progress.

  • to observe particular difficulties in particular children

  • to guide classroom instruction


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The Running Record

Information compiled and presented by

Mr. Ray Newton


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Taking the Running Record

  • Sit the child beside you

  • Explain that you want the book readread independently.

  • Read the title of the book to the child

  • Give the child the book and record miscues and reading

  • behaviors on the form or a blank sheet of paper.

  • When a child stops allow enough time for her/him to work out

  • the problem before you supply the word.

  • Do not wait so long the meaning of the story is lost.

  • Use a standardized system to record words read correctly,

  • substitutions, omissions, deletions, and teacher told words.

  • Note self-corrections. It is an indicator that the reader is

  • monitoring comprehension

  • Also note hesitations, repetitions and other

  • behaviors that may provide information.


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Some Common Teachers’ Notations

Student’s ErrorTeacher’s Notation

Student’s Word

Correct Word

Substitution

Inserted Word

Insertions

__

Word Omitted

Omission

T

Teacher Gave Word


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Some Common Teachers’ Notations

Student’s BehaviorTeacher’s Notation

Accurate Reading

Error SC

Text

Self Corrected

TTA

Try That Again

R

Repetition

Repetition to a

Starting Point

R

/ /

Hesitation


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Substitutions

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of a

shark are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

special

some

That

fish


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Omissions

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of

sharks are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

-

-

-

-

-

-


Insertions l.jpg

Insertions

of

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of

sharks are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

very

big

hard


Repetitions l.jpg

Repetitions

R

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of

sharks are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

R

R

R


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Self Corrections

Special

SC

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of

sharks are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

some

SC

make

SC

truly

SC


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All Conventions

many

_

There are more than 350 species of sharks. All sharks are alike in

many ways that are very different from other animals. The skeletons of

sharks are made totally of cartilage. This differs greatly from bony fishes

whose skeletons contain true bone.

sharks

R

carting

SC


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Scoring the Record

  • Substitutions, Insertions, Omissions, Teacher-told responses

  • are scored as errors.

  • Repetitions are not scored as errors.

  • Corrected responses are scored as self-corrections. There

  • is no penalty for attempts that result in a correct response.

  • Multiple unsuccessful attempts at a word score as one error.

  • If the reader omits a line or lines, each word omitted is

  • counted as an error.

  • If the reader omits a page, deduct the number of words on the

  • page from the total word count.

  • It the reader repeatedly makes an error with a proper noun

  • count it as one error.


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Scoring Running Records

Error Rate

1. Count the number of errors.

2. Compare this with the number of words in the passage.

3. Calculate the error rate.

Total number of words in the passage

Number of words

Example:

100 words, 5 errors 100 = 20 = ratio 1:20

5 1


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Scoring Running Records

Accuracy Rate

1. Subtract the number of errors from the total number of words

2. Divide by the number of words

Number of words minus errors

Number of words

Example:

100 words - 7 errors

Number of words

93

100

=

93%

=


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Scoring Running Records

Self Correction Rate

1. Add the number of errors and self corrections together.

2. Divide be the number of self corrections.

Number of errors and self corrections

Self corrections

Example:

10 + 5 = 15 = 3 ratio 1:3

5 5


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Assessment

Category descriptionAccuracy rate

Easy enough for independent reading 95 – 100%

Instructional level for use in guided reading session. 90 – 94%

Too difficult and will frustrate the reader 89% and below


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Categories

You can use the Accuracy Rate to determine the following:

Category DescriptionAccuracy Rate Range

Easy Enough for Independent Reading 95 - 100 %

Instructional level for use in guided reading 90 - 94%

Too difficult and will frustrate the reader 89% and below


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Recording Observations

Record your observation of the strategy used by the child when

he/she self corrects.

Use this symbol when the child uses context clues,

pictures, to assist in reading he word or phrase.

M

Use this symbol when the child uses the structure or

syntax of the language to assist in reading the word or

phrase

S

Use this symbol when the child uses phonics clues

to assist in the reading of the word or phrase

V


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The Running Record Form

Student’s Name______________________ Date:___________

Title_________________Level______Number of Words______


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