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The running record procedure provides a framework for systematically observing a students
reading. When taking a running record the purpose is to observe as much of the students
reading behavior as possible. Through careful observation, reliable scoring and analysis
they provide teachers with a valuable insight into a students:
In addition to the core procedure described below, the teacher can explore the readers
comprehension of the text by asking the student to retell what they have read or asking
questions that require them to interpret what they have read.
the teacher has a recording sheet or an appropriate sheet from a benchmark kit. Do
a brief introduction (i.e. this is about .) and ask the student to read aloud;
record everything the student says using the recognized conventions (resist the
temptation to prompt or teach);
it is important to ask the student questions after the reading to check they have
more than a literal understanding and to either have them retell the story (If you
were going to tell a friend what this was about what would you say?) or summarize
the information in factual texts;
As a general rule with early or struggling readers start with an easy text before moving on
to more complex texts because this builds confidence. If the student reads every text
accurately there are not enough opportunities to observe their behaviors when solving
difficult text (which is the whole point of the exercise) so praise them and move on to a
more difficult text. The running record needs to be an objective record of the sources of
information and strategies used. This will provide information on what needs to be taught
later. The recognized conventions provide a common language for teachers, which is
important when collaborating around student work. .
The following example shows how to set out the record of the reading.
transplants to save their lives. Oddly enough, until
auth SC R
now , no authority had yet dared offer money for the
Organs of the dead to aid the living. If we can do
d- don ate
anything to end the shortage of donated organs, should we
Every word the student reads correctly is marked with a check. (Not necessary if you are
recording on a copy of the text)
The ice pilots have touched down at McMurdo Station.
Record all attempts and errors by showing the students response above the text
Student treemore SC
Text: tremor
If the student leaves out a word, mark it with a dash. This counts as an error.
Student:
Text: tremor
not
The ice pilots have touched down at McMurdo Station.
Student: tr
Text: tremor T
If the student appeals (looks for help) tell them to try. If the student is unable to
continue, give them the word and record an A for appeals
Student A
Text: tremor
R or R3
Record R for repeats plus an arrow going back to where the repetition began if the
student repeats a number of words
R
The ice pilots have touched down at McMurdo Station.
If the student becomes confused say Try that again and record TTA
Every time the student makes an error print M S V in the errors column and circle the cues
used by the student in the appropriate column for the source(s) used. Ask:
o Does it make sense? M
o Does it sound right? S
o Does it look right? V
For each self-correction print M S V in the Self-corrections column and ask what led the
student to correct the error. Were they noticing more of the meaning? Perhaps it was the
visual information. Circle the sources of information used. Ask why the student self-
corrected,. Was it because:
o It didnt make sense? M
o It didnt sound right? S
o It didnt look right? V
When the MSV analysis is completed there may be obvious patterns of particular sources
checked or not checked, e.g., lots of V checked and no M or S.
Look carefully at the strategies the student is using at difficulty points (how they are using
the MSV cues).
This information is used to write a short description about what the student can do and
identify the strategies the student needs to learn next. This information is then used to plan
further teaching.
Student
responses
recorded above
the text
Analyzed errors
and
self-corrections
Summary
Anthony level U with 95% accuracy
Instructional level U
Anthony reading sounded fluent with appropriate f phrasing and
intonation.
The analysis showed Anthony:
Uses visual cues to predict unknown words.
Neglects meaning and structural cues
Summary of Self corrects using meaning and structure
students reading He reread once when meaning was lost.
behaviors Areas of need:
Anthonys often does not self-correct or reread when his predictions
do not t retain meaning.
Anthonys retelling included the main points.