Examples Of A Running Record

Understanding Running Records: Examples and Applications

Running records are a powerful assessment tool used by educators to gain insights into a student's reading abilities. They provide a detailed, moment-by-moment account of a child's reading performance, revealing strengths and areas needing improvement. This comprehensive guide delves into various examples of running records, illustrating different reading levels and highlighting the valuable data they provide. We'll explore how to conduct a running record, interpret the results, and ultimately use this information to tailor instruction and support student growth in reading fluency and comprehension.

What is a Running Record?

A running record is a tool used to assess a student's reading ability. Unlike a standardized test, it offers a dynamic, qualitative measure of reading performance. The educator listens attentively as the student reads aloud, marking each word read correctly, incorrectly, or self-corrected. This detailed record goes beyond simply noting the number of errors; it captures the process of reading, revealing the strategies the student employs and the challenges they face. Key aspects recorded include accuracy, rate, and prosody (expression, intonation, phrasing).

The purpose of a running record is not simply to assign a reading level, although that's a valuable byproduct. Its primary aim is to identify specific areas where the student needs support. This could include phonics skills, vocabulary, fluency, or comprehension strategies. By understanding the student's reading process, teachers can design targeted interventions to address those specific needs.

Conducting a Running Record: Step-by-Step Guide

Before conducting a running record, select a text appropriate for the student's estimated reading level. The text should be unfamiliar to the student to ensure an authentic assessment. Here's a step-by-step guide:

1. Choose the Text: Select a passage of approximately 100-200 words from a leveled reader or book. The text should be challenging but not so difficult that the student becomes frustrated.

2. Prepare the Recording Sheet: A running record sheet typically includes columns for:

   • Text: The words from the selected passage.
   • Student's Response: The student's reading, including errors and self-corrections.
   • Accuracy Marks: Symbols representing correct reads (+), incorrect reads (–), and self-corrections (SC).
   • Errors Analyzed: A space to note the type of error (e.g., mispronunciation, omission, substitution).
   • Reading Behaviors: Observations about the student's reading behaviors (e.g., expression, pausing, rereading).

3. Administer the Reading: Have the student read aloud from the selected passage. Mark each word on your recording sheet, paying close attention to accuracy, fluency, and comprehension.

4. Record Errors: Use consistent symbols throughout the record. For example:

   • + represents a word read correctly.
   • – represents a word read incorrectly.
   • SC represents a self-correction (the student realizes an error and corrects it).

5. Observe Reading Behaviors: Note any significant behaviors such as:

   • Repetitions: The student rereads words or phrases.
   • Insertions: The student adds words that are not in the text.
   • Omissions: The student skips words or phrases.
   • Substitutions: The student replaces a word with a similar-sounding or semantically related word.
   • Hesitations: Prolonged pauses or significant delays in reading.
   • Mispronunciations: Incorrect pronunciation of words.

Examples of Running Records: Different Reading Levels

Let's analyze a few examples of running records, highlighting different reading levels and the corresponding challenges and successes:

Example 1: Emerging Reader (Kindergarten/Grade 1)

Text: The cat sat on the mat.

Running Record:

Analysis: This example showcases an emerging reader. The student demonstrates understanding of basic sight words but struggles with the pronunciation of "the." This points to a need for focused phonics instruction.

Example 2: Developing Reader (Grade 2/Grade 3)

Text: The little bird flew high above the trees.

Running Record:

Analysis: This reader demonstrates accurate reading with good fluency. There are no errors, suggesting a solid foundation in phonics and sight word recognition. The focus for this student could be on improving reading rate and expression.

Example 3: Fluent Reader (Grade 4/Grade 5)

Text: "The old house stood on a hill overlooking the town. Its windows, dark and empty, stared out at the bustling streets below."

Running Record: (Excerpt)

Analysis: The fluent reader demonstrates accurate word recognition, appropriate pacing, phrasing, and expression. The focus for this student might be on improving comprehension strategies and exploring more complex texts.

Example 4: Struggling Reader (Grade 3, but reading below grade level)

Text: The dog chased the ball.

Running Record:

Analysis: This example shows a struggling reader with significant challenges in phonics and decoding. Multiple errors suggest a need for intensive intervention focusing on decoding skills, phoneme awareness, and sight word recognition. Frequent hesitations and rereading point to a lack of fluency and confidence.

Interpreting Running Record Data

After conducting a running record, analyze the data to identify patterns and areas for improvement. Calculate the accuracy rate: (Number of words read correctly / Total number of words) x 100. This provides a quantitative measure of the student's accuracy. However, the qualitative data – the types of errors, reading behaviors, and comprehension – are equally, if not more, important.

Consider the following:

• Accuracy Rate: What percentage of words did the student read correctly? A low accuracy rate suggests a need for focused phonics instruction or vocabulary building.
• Error Types: What types of errors were most frequent (mispronunciations, substitutions, omissions)? This helps pinpoint specific areas of weakness.
• Reading Behaviors: Did the student exhibit signs of frustration, hesitation, or lack of confidence? These observations can inform instructional strategies and support the student's emotional well-being.
• Comprehension: After the reading, ask comprehension questions to gauge understanding. Did the student grasp the main idea and details of the text? This helps determine if reading accuracy translates to meaning-making.

Using Running Records to Inform Instruction

Running records are not just assessment tools; they are powerful instruments for guiding instruction. The information gathered provides valuable data to:

• Differentiate Instruction: Tailor instruction to meet individual student needs.
• Target Specific Skills: Develop focused lessons addressing phonics, vocabulary, fluency, or comprehension strategies.
• Monitor Progress: Track student growth over time by conducting repeated running records.
• Collaborate with Parents: Share the results with parents to involve them in supporting their child's reading development.
• Adjust Text Difficulty: Select texts that are appropriately challenging yet accessible for the student.

Frequently Asked Questions (FAQ)

Q: How often should I conduct running records?

A: The frequency depends on the student's needs. For struggling readers, more frequent running records (e.g., every few weeks) may be necessary. For fluent readers, less frequent assessments (e.g., every few months) may suffice.

Q: What if the student is reluctant to read aloud?

A: Create a supportive and encouraging environment. Start with familiar texts and praise effort and progress. Focus on celebrating successes rather than dwelling on errors.

Q: How do I choose appropriate texts for running records?

A: Use leveled readers or books aligned with the student's estimated reading level. The text should be challenging but not overwhelming. Consider using a variety of genres and text types.

Q: Can running records be used for all ages?

A: Yes, running records can be adapted for students of all ages, from early childhood to older grades. The focus and complexity of the text and analysis will vary depending on the student's developmental level.

Conclusion

Running records offer a valuable window into a student's reading development. By carefully observing and recording a student's reading process, educators can gain deep insights into their strengths and challenges. The detailed information provided by running records informs instructional decisions, leading to more targeted and effective interventions. This powerful assessment tool is an essential resource for teachers seeking to nurture and support each student's journey to becoming a confident and proficient reader. Consistent use of running records, coupled with thoughtful analysis and targeted instruction, forms a crucial element in fostering a love of reading and ensuring student success.