Running Records

CSCFebruary 24th, 2010

When we read, some of the information we use comes from the page (text and graphics), some from our experience of the world and

some from our understanding of how language works.

Effective readers use and integrate all 3 sources:

1. Meaning cues (semantics)2. Structure cues (syntax)3. Visual cues (grapho-phonics)

• provide an insight into a student’s reading as it is happening

• give us an indication of how a student is using the cue sources

• should be taken on a passage of text with 100 – 150 words

• are not a teaching opportunity• are most effective with struggling readers

• You try Y

Example 1: Record correct response with a tick

Run, run as fast as you can

You can’t catch me

I’m the Gingerbread man.

quick caught boy

Example 2: Record the child’s substitution and the text

fast

catch

man

Run, run as quick as you can

You can’t caught me

I’m the Gingerbread boy.

Example 3: Use a dash to indicate words the child omits to read

as

can’t

Run run fast as you can

You catch me

I’m the Gingerbread man.

Example 4: Record words inserted

Run run as fast as you possibly can

You can’t catch me now

I’m the Gingerbread man.

possibly

now

R

Example 5: Record a repeated word with a tick

Run, run as fast as you can

You can’t can’t catch me

I’m the Gingerbread man.

R R

Example 6: Record a sequence of repeated words with an arrow back to the point to which the child returns.

Run, run as fast as you can as fast as you can

You can’t can’t catch me

I’m the Gingerbread man.

Example 7: Record a self correction for a substitution.

Run, run as far fast as you can

You can can’t catch me

I’m the Gingerbread man.

far SC

fast

can SC

can’t

Example 8: Record a self correction for a repeat.

Run, run fast as you can

Run, run fast as you can

You can’t catch me

I’m the Gingerbread boy

Gingerbread man.

as

R SC

boy

man

R SC

quick c - cat kid R

Example 9: Record the substitution, multiple attempts and self correction during a repeat.

fast

catch

man

Run, run as quick as you can

You can’t c cat catch me

I’m the Gingerbread kid kidI’m the gingerbread man.

SC

- A -

Example 10: Record the appeal and told

catch

Gingerbread

Run, run as fast as you can

You can’t pause/appeal catch me

I’m the pause/appeal/told Gingerbread man.

A

T

How to quantify the running record1.Count the words in the text.

2.Count the errors and enter the Error Rate.

3.Use the conversion table to find the Accuracy Rate.

4.Work out the Self-correction Ratio.

Calculations(RW=Running words; E=Errors; SC= Self corrections)

ERROR RATE

Running words

Errors

Eg 100 = Ratio 1:10

10

ACCURACY

To get the accuracy use the conversion chart

SELF CORRECTION RATE

E+SC

SC

eg

15+5 = Ratio 1:4

5

Error rate, accuracy rate, self correction rate, level of text difficulty

Error Rate Percent

Accurate

1: 200

1: 100

1: 50

1: 35

1: 25

1: 20

1: 17

1: 14

1: 12.5

1: 11.75

1: 10

99.5

99

98

97

96

95

94

93

92

91

90

EASY

INSTRUCTIONAL

Good opportunity for teachers to observe children’s ‘reading work.’

1: 9

1: 4

1: 3

1: 3

1: 8

1: 7

1: 6

1: 5

89

87.5

85.5

83

80

75

66

50

HARD

The reader tends to lose the meaning of the text.

• Write M, S, V in the column• Circle the letters which show the information

source the child has used to make that error• Consider the behaviour in terms of the

sources used up to the point of the error, not beyond

• This can only be a teacher’s best guess

Wiki address

http://goldfieldsliteracy.wikispaces.com

Under professional learning