Transcript Running Records 201 - brittsliteracyworkshops

Running Records 201
Britt Humphries, EdS.
Literacy Instructional Facilitator
Fort Smith Public Schools
brittsliteracyworkshops.pbworks.com
Objectives

Quick review running records/accuracy
checks (this is why it’s 201 instead of
101)
Running record analysis
 Prompting
 Teaching points

Accuracy Checks

What’s an accuracy check?
– Teacher marks correct and incorrect
reading
– Figures percentage correct

What information does it give you?
– Reading level

Easy, Instructional, Too hard
– Fluency rate if timed
Error Ratio
% Acc.
1:25
1:20
1:17
96
95
94
Running Record
Record of oral reading
 Accuracy level
 Fluency if timed
 Analyzed for what miscues/mistakes
 Analyzed for strengths


Note comprehension and observations
Strengths
What reading behaviors does the
student have control of?
 See Marie Clay’s An Observation Survey
 Let’s practice!

Analyzing Mistakes
What are they paying attention to or
not paying attention to when reading?
 Three Big Areas

– Meaning

Does what they said make sense in the story?
– Structure

Does what they said fit standard English?
– Visual


Are they paying attention to the letters in the
word?
(Also punctuation!)
Meaning
Does what they said make sense in the
context of the story?
 Example

√
We
goed √ √
went to the
√
store.
Structure
Does what they said fit standard
English?
 Example

√
I
√
√
like my
pig
.
pumpkin
Visual
Does what they said have similar letter
sound match?
 Look carefully at this

– Sometimes they don’t look all the way
through the word
– Sometimes they aren’t looking left to right
– Sometimes they aren’t looking right to left
either

Example
√
√
√
We can make
√
√
sop.
a vegetable soup.
So now what?
Knowing all this information about a
child will help!
 It influences how you prompt the child

– Marie Clay
– Differentiation
– Remember to make them do the work

It influences your teaching points
Putting it all together
Let’s practice!!
 What does this child have under
control?
 What kinds of mistakes he make?
 How would we prompt the child?
 What might be a teaching point?

Questions and Comments
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