Running Records

1. Running Records CSC February 24th, 2010

2. 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: • Meaning cues (semantics) • Structure cues (syntax) • Visual cues (grapho-phonics)

3. Running Records • 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

4. Running Records • You try Y

5. Running Records 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.              

6. Running Records Example 2: Record the child’s substitution and the text Run, run as quick as you can You can’t caught me I’m the Gingerbread boy.  quick  caught boy fast catch man

7. Running Records Example 3: Use a dash to indicate words the child omits to read           Run run fast as you can You catch me I’m the Gingerbread man. as   can’t

8. Running Records Example 4: Record words inserted possibly               Run run as fast as you possibly can You can’t catch me now I’m the Gingerbread man. now

9. Running Records 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     

10. Running Records Example 6: Record a sequence of repeated words with an arrow back to the point to which the child returns.   R   R    Run, run as fast as you can as fast as you can You can’t can’t catch me I’m the Gingerbread man.

11. Running Records Example 7: Record a self correction for a substitution.            far SC fast Run, run as far fast as you can You cancan’t catch me I’m the Gingerbread man. can SC can’t

12. Running Records Example 8: Record a self correction for a repeat.            Run, run fastas you can Run, run fast as you can You can’t catch me I’m the Gingerbread boy Gingerbread man.  as R SC  boy R SC man

13. Running Records Example 9: Record the substitution, multiple attempts and self correction during a repeat.  quick   c - cat  kid R Run, run as quick as you can You can’t c catcatch me I’m the Gingerbread kid kid I’m the gingerbread man. fast catch  SC man

14. Running Records Example 10: Record the appeal and told Run, run as fast as you can You can’t pause/appeal catch me I’m the pause/appeal/told Gingerbread man.   - A   - catch  A Gingerbread T

15. Running Records • How to quantify the running record • Count the words in the text. • Count the errors and enter the Error Rate. • Use the conversion table to find the Accuracy Rate. • Work out the Self-correction Ratio.

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

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

18. Running Records • 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

19. Wiki address http://goldfieldsliteracy.wikispaces.com Under professional learning