Preparation & Administration of a Running Record



Running Record Instructions and Scoring Sheet0276225Preparation & Administration of a Running Record00Preparation & Administration of a Running RecordRefer to the Completing a Running Record module to review an example of completing a running record. PreparationSelect a text that is new to the reader—a 100- to 200-word sample from a longer text, or a whole book if comparable in length.Introduce the reader to the story.State the title and give a main idea statement.Tell the reader that they will retell the story after reading.Have the reader predict what they think will happen in the story based on the title of the story or by doing a picture walk (look through the illustrations).Administering a Running RecordUse a scoring sheet, such as the Running Record Scoring Sheet on the last page of this document.Ask the child to read independently, without prompts from you. The reader monitors their own reading.Record miscues on the Running Record Scoring Sheet using the Running Record Symbols and Marking Conventions from Raz-Plus. If the student reads too quickly for you to record the running record, ask them to pause until you catch up.If the student struggles with a word and is unable to continue, pause for 5 to 10 seconds, then say the word. If the student is confused, explain the word and ask the student to try again.Retelling and RespondingRetelling indicates levels of comprehension and awareness of story elements and structure.Prompt the retelling by saying, “Tell me about the story.” Keep the retelling informal.Note inclusion of information about characters, setting, plot/events, and inferences. You can jot down notes from the reader’s retelling on the back of your scoring sheet or on another sheet of paper.You may then give more prompts to elicit information.Model retelling if the reader has difficulty.You may comment on the reader’s successes in using strategies and cueing systems to attack unknown words.right187960Calculations & Analysis00Calculations & AnalysisCalculationsRefer to the Running Record Scoring Sheet and determine the number of words in the passage.Put a tally mark in the Errors column to identify each error. Put a tally mark in the S-C (self-correction) column to identify each self-correction. Add up the total number of errors and self-corrections.Calculate Error Rate, Accuracy Rate, and Self-Correction Rate. Use the chart below as a guide. For the purpose of this assignment, you do not need to calculate the Words Correct Per Minute (WCPM).Formulas ChartCalculationFormulaDescriptionExamplesError Rate (Ratio)Total # words / Total errors = Error RateWritten as a ratio (1: __)of number of errors in the total number of running words in the passage. Find this ratio on the Error/Accuracy Rates Conversion Chart.109 / 8 = 13.625, or 14 rounded to nearest whole numberThe ratio is expressed as 1:14.This means that for each error made, the student read approximately 14 words correctly.Accuracy Rate(%)(Total words read – Total errors) / Total words read x 100 = Accuracy RateThis percentage determines the reading level of the reading passage for this reader: independent, instructional, or frustration.Determine accuracy rate percentage using the Error/Accuracy Rates Conversion Chart.(109 – 8) / 109 x 100 = Accuracy rate101 / 109 x 100 = Accuracy rate.926 x 100 = 92.66%, or 93% rounded to the nearest whole numberThis means that the passage is at the instructional level for this student.Self-Correction Rate(Ratio)(Total errors + Total self-corrections) / Total self-corrections = Self-Correction RateThis calculation expresses the ratio of self-corrections per number of errors (miscues) that were made.This ratio indicates the reader’s level of monitoring for meaning and use of strategies and cueing systems for word identification.1:2 to 1:3 errors: Excellent1:4 to 1:5 errors: Continued teacher support for use of strategies and cueing systems is needed1:6 or more errors: Instruction and support are needed(8 + 5) / 4 = Self-correction rate13 / 4 = 3.25, or 3 rounded to the nearest whole numberThe ratio is expressed as 1:3. This means that the student corrects approximately 1 out of every 3 errors.Error/Accuracy Rates Conversion ChartReading LevelError Rates (Ratio)Accuracy Rates (%)Easy/IndependentEasy enough for independent reading1:2001:1001:501:351:251:2099.59998979695InstructionalInstructional level for use in leveled reading session1:171:141:12.51:11.751:109493929190Difficult/Frustration Too difficult and will frustrate the reader1:91:81:71:61:51:41:31:28987.585.58380756650AnalysisAnalyze each error and self-correction for the cueing systems and the strategies that have been used or neglected.Meaning (M) – when the reader uses context clues or images with the text to identify the word or phrase. Does the word the reader stated still make sense within the sentence?Structure (S) – when the reader understands syntax, or grammar and the way language should sound. Did the reader substitute a word that still sounds right in the sentence?Visual (V) – when the reader is aware of print concepts and letters/sounds. Did the reader pay attention to the print on the page?For each error and self-correction, determine what cueing systems the reader used efficiently, even though they made the error. If a self-correction was made, determine what cueing systems the reader used to make the self-correction.Circle the letters of the cueing systems that the reader used efficiently.Count the circled letters separately to determine which cueing systems the reader is using efficiently and which cueing systems are being neglected or used inefficiently.This analysis will reveal how efficiently the reader is:Using each of the cueing systems to identify challenging wordsCross-checking systems using all three cuesRunning Record Scoring SheetPrint and use this sheet to record the results of your observation of a student reading. You may need more than one depending on the length of your selected text. Student’s First Name: Date: Text Level: Text Word Count: Text Title: Page #?or # of wordsRunning RecordTypes of Errors for Reference: M = meaningS = structureV = visualS-C = self-correctionErrorsS-CErrors (MSV)S-C (MSV)?????TOTALS????Error Rate (Total # Words ÷ Total Errors)Accuracy Rate(Total words read – Total errors) ÷ Total words read x 100Self-Correction Rate(Total errors + Total self-corrections) ÷ Total self-correctionsReading Level (Based on Calculations)? Independent (95%-100%) ? Instructional (90%-94%) ? Frustration (Below 90%) ................
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