Running Records

1. Running Records SUE pALMER 2010 Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

2. About Running records • designed to be taken as a student reads orally from any text. • provide an assessment of text reading. • provide evidence of how well students are learning to direct their knowledge of letters, sounds and words, and to understanding the messages in text. This kind of information allows teachers to prompt, support and challenge individual students. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

3. Taking a Running Record • Invite the child to read to you and tell them you will be writing down some things. • Student sits or stands beside the teacher. • Text must be seen clearly by the student and the teacher. • Practice until it’s easy. • Two things to avoid – printed text • - tape recording Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

4. Taking a Running Record (continued) • Can be any text – books, stories, information texts • Select one that the child is familiar with (has read once or twice before). • Ensure you are familiar with the text. • Introduce the book – read the title and give a 1 or 2 sentence explanation re the story. (Alternatively, ask the child to tell you what the story is about). • Start with a text that is easy for the child. • Terms easy, instructional and hard (used in Running Records) do not describe characteristics of the text – they describe how a particular child read the text. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

5. How to Record What You See • Standard ways of recording are necessary to enable us to make comparisons – • one with another • today’s record compared with earlier records • making teaching decisions about several children • Also try to write down the comments children make as they read the book. • (see ‘Running Record Conventions’ sheet ) Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

7. How to Score Errors and Self-corrections Credit the child with any correct or corrected words. There is no penalty for trials which are eventually correct. Insertions add errors so that a child can have more errors than there are words in a line. However, the child cannot receive a minus score for a page. The lowest score is 0. Omissions: If a line or sentence is omitted each word is counted as an error. If pages are omitted (perhaps 2 pages turned together) they are not counted as errors. Note that in this case, the number of words on the omitted pages must be deducted from the Running Words Total before calculation.) Repeated errors: If the child makes an error (e.g., ‘run’ for ‘ran’) and then substitutes this word repeatedly, it counts as an error every time; but a substitution of a proper name (e.g., ‘Mary’ for ‘Molly’) is counted only the first time. Multiple errors and self-correction: If a child makes 2 or more errors (e.g., reads a phrase wrongly) each word is an error. If he then corrects all these errors each corrected word is a self-correction. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

8. How to score Errors and Self-corrections (cont) 8. Broken words: Where a word is pronounced as two words (e.g., a/way) even when this is backed up pointing as if it were two words, this is regarded as an error of pronunciation, not as a reading error unless what is said is matched to a different word. Such things as ‘pitcher’ for ‘picture’ and ‘gonna’ for going to’ are counted as correct. 9. Inventions defeat the system. When a young child is creatively producing his own version of the story the scoring system finally breaks down and the judgement ‘inventing’is recorded for that page, story or book. 10. ‘Try that again’. When the child is in a tangle this instruction, which does not involve teaching, can be given. It counts as one error and only the second attempt is scored. Fewest errors. If there are alternative ways of scoring responses a general principle is to choose the method that gives the fewest possible errors. Some other good practices: Don’t try to analyse omissions and insertions. Consider only the sentence up to and including the error. Avoid analyses for which you have no theoretical support. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

9. Quantifying the Running Record The child must read 100-150 words for a useful record. Count the words in the text, omitting titles. Count the errors, and enter the Error Ratio Use the conversion table to find the Accuracy Rate 4. Work out the Self-correction Ratio Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

11. Interpreting the Running Record Look at the errors in the record It is important to analyse every error and not to look at errors selectively. Ask yourself, ‘What led the child to do (or say) that?’ For every error ask yourself at least 3 questions: M - Did the meaning or the messages of the text influence the error? Perhaps the reader brought a different meaning to the author’s text. S - Did the structure (syntax) of the sentence up to the error influence the response? V - Did visual information from the print influence any part of the error? Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

13. Interpreting the Running Record (cont) When an error is made write the letters MSV in the error column. Circle the letters if the child’s error showed that the child could have used meaning, structure or visual information (which will include letter form and/or letter-sound relationships) from the sentence so far. Scan the record to answer 2 other questions Did the child’s oral language produce the error, with no influence from the print? Was the child clearly getting some phonemic information from the printed letters? Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

15. Interpreting the Running Record (cont) Look at self-corrections Record in the self-correction column whether the extra information the reader added to make the self-correction was meaning, structure or visual information. Consider the pattern of responses Look at the overall pattern of circled responses to bring the analysis of errors and self-corrections together into a written summary. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

16. Interpreting the Running Record (cont) Some common faults Analysis of meaning, structure and visual information is of little value unless done carefully. Consider the sentence only up to the error (not the unread text). 3 The total number of M, S or V circles are a guide to what is being neglected, what is made a priority, and when the reader can combine different kinds of processing. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000

17. Understanding the Reading Process When we ask ourselves, ‘What does my record tell me?’ we bring our own beliefs about literacy & our own background of professional experience to the interpretation. In older readers look for different signs of progress sometimes there is more repetition as the older reader tries to rephrase or regroup words. Clay, Marie M., 'Running Records for Classroom Teachers' , Heinemann 2000