• I want my students to love reading!

• I want literacy to become real in my class!

• I want true readers!• I want them to explore

cities, discover treasures, control dragons….enjoy the magic world of books!

Level Groupings After Implementing Running Records

Analyzing Reading

Behaviors/

Targeting Reading Needs

Running Records

A tool for coding and analyzing reading behaviors was designed by Marie Clay to be used by teachers often and with a range of texts.

If we identify the “miscues” it reveals how readers are using sources of information available to them.

Purpose

• To collect information to inform critical instructional decisions about the child.

• To assess the child's ability to read a book (decode print and construct meaning) at specific levels of difficulty.

• To record the child's oral reading for analysis of skills/strategies and documentation of growth over time and against grade level benchmarks.

• To determine reading skills and strategies the child uses to decode print and construct meaning from text.

• To provide documentation of reading level marked on grade kinder through third grade for accountability purposes.

Setting

• A quiet location

• The teacher and students sit at a table beside each other.

Materials

• Trade book for student to read so that reading is done in context.

• Running Record form and which teacher records child's oral reading noting, correct responses, and errors.

• Tape recorder and tape to document child's record for portfolio.

Preparation

• To select text match child to approximate reading level using your best professional judgment.

• Prepare tape and tape recorders ( external microphone works best on a padded surface)

Introducing the Task

• Ask the child if he or she has heard or read this story. The child should not have been exposed to the story being used for assessment.

• Allow child to go through book. (Give a brief description of what the story is going to be about)

• Ask child to read the book orally without assistance just as if reading by himself/herself.

• Tell child to do whatever he/she normally does if reading alone and comes to a part that gives difficulty.

• Tell child that after he/she finishes reading the book that he/she will be asked to retell the story or book as if telling the story to a friend who has not read the book.

• Remind child he/she will be tape-recorded.

Oral Reading of Text by Child

• Child reads entire text without assistance from the teacher.• Entire text will be read for comprehension and retelling purposes.• If child stops, wait 15 sec. And then encouraged child to continue

reading.

(ex.: “try something” , “keep reading”.)• If the child is unable to continue, tell the child the word.• NOTE: Although running records are normally taken only on 100-

150 words, it is recommended that errors be marked for the entire text that will be used for accountability purposes unless the texts are unusually long.

• The taped performance may be included in the child's portfolio and/or used at parent conferences.

Marking System

• See Conventions for Taking a Running Record

Analysis of Errors

• Code each response by the child as he or she reads.• Note and count each error and self correction by totaling the correct

number in the total errors and self-correction columns.• Analyze each error and self correction to note the cues used by

asking the following questions: Did the error make sense? M (meaning) Did the error sound like language? S (Language) Did it look and sound right? V (Visual or graphophonic)• Circle the correct code as you analyze each cue. M, S, and /or V• Note the total number of words read, the total number of errors, and

the total number of self-corrections.• Note patterns in the use of cues in the errors and the self

corrections.

Summary of Running Record Results

• Complete the summary portion included with the record sheet. Include the total number of words read, the total number of errors, and the total number of self-corrections as indicated in the previous section.

• Compute the error rate. ( the error rate compares the number of errors with the total number of running words in the text.)

• ERROR RATE= RUNNING WORDS Ex. 200 = 10 ERROR RATE=1:10 ERRORS 20 1

• Use the error rate to compute the accuracy rate by using the conversion table. (See Conversion table)

• ERRORS X 100= % ACCURACY RUNNING WORDS

• Record the accuracy rate and the level of the book read on the summary sheet.

• Note whether the book was read at the independent, instructional, or difficult level of the child.

• Calculate and record the self correction rate on the summary sheet.

• SELF CORRECTION RATE = errors + self corrections = E+SC

SELFCORRECTIONS SC

• Record any comments about the session and the child use of skills/ strategies in the Teacher Comments section of the summary box.

Book Level Suggestions:

Reading Stage and Author Study Names

We are adding a list of authors you may use

when choosing books.

Now What Do We Do With All This Information?

• It will be helping you:

1. Find ways to study and plan for a reader who is having difficulty.

2. Identify readers who need support turning their attention toward meaning.

3. Identify readers who struggle especially with print.

4. Identify readers who need help reading with fluency.

5. Helping inexperienced readers.

6. Identify reader who are constantly targeting at the independent reading level.

• You need to teach from

their strengths!

Some General Principles For Working With Struggling Readers

• Divide the class by groups ( Independent, Instructional, or Difficult)• Agree on instructional plan if the child is working with teacher, resource room, and

tutor.• We must firmly put our long-time strugglers onto books they can read

easily. We do kids no favors if we allow them to continue trying to read texts that are too hard.

• These readers need extra time for reading but tend to receive just the opposite.• We need to coach these readers up close. This is side-by-side work. .Ex: Pull a finger

away, watching their eyes, gesturing toward the picture to cue them to look at it and think.)

• When a reader stops, we need to give her time to do some work, to be active. If we jump to correct every miscue, we are not allowing the student to monitor for meaning, or to initiate self correcting.

• ,Writing can be a very powerful way to teach reading skills, especially for struggling readers who need to become more resourceful word solvers. Writing needs to be a priority!

Principles For Working With Struggling Readers.

• We sometimes accommodate children's weaknesses by lowering our expectations when they encounter difficulty.

• It is important to teach struggling readers to listen in whole-class meetings so they learn how to attend to language.

• Vacations tend take a negative toll on struggling readers. Provide some form of summer reading support.

Helping Readers Who Need Support Turning Their Attention Toward Meaning

• Children who don't seem to notice whether the text they generate makes sense:

• These students will generate a nonsense word, or an incorrect word, or a word that is a wrong part of speech and continue as if nothing is wrong.

• Children who ignore meaning (Semantics) usually ignore syntax as well.

• Help the student by previewing a text before he reads it.• Children Who can Read the Words But Can't Retell the story:• These readers often focus on reading as a performance or an

accomplishment. “I read the whole book”, The child will announce, but when we ask her what she likes about the book, she has nothing to say.

• React and talk back to the text frequently. Comment to events occurring in story.

• Instruct the child to pause often to ask herself, “Wait a minute, What has this book said so far?” Retell the story. This child not only needs to retell the story, she also needs to read anticipating that she will be retelling soon.

Children Who Can Talk About Any One Page But Don't Generate a Coherent Sense Of The Story

• These children can talk about a page they have just read but do not seem to accumulate any coherent overall sense of the story. They understand individual sentences, but they don't construct a larger text from them in coherent way. The story is told in disconnected fragments.

• Do a book introduction for these children so they have the big picture and get a sense of how it feels when the small pieces of a story hang together.

• These children benefit enormously from talking about their reading with a partner, from retelling yesterdays reading before they begin today's, and from knowing as they read that they will be retelling.

• Readers who need support with vocabulary:• Readers who struggle with meaning clearly need to build a larger

vocabulary.

• Children who are second language learners or who do not yet have a lot of book experience. Either way they will profit enormously from Read –aloud, book talks, book orientations, and book introductions geared toward rehearsing and talking about some of the words and concepts in a book.

• These readers need to be encouraged to hang on to meaning when they meet an unknown word. They should try to pronounce the unknown word and replace it with a synonym that works in a sentence. It will help build a web of words gradually.

• These reader will profit more form extensive reading that from vocabulary drills. Children pick up word meanings ten times faster through reading than through intensive vocabulary instruction.

• When children are asked to look up in the dictionary every unfamiliar word, this can focus their attention more on the words they don't know rather than on the words they do know.

Reading Immersion In All Subjects

• Readers who hold tight to meaning learn

vocabulary words through reading,

conversations, and life experiences of all

sorts!

Helping Readers Who Struggle Especially With Print

Readers Who Become Passive In The Face Of Difficulty:• Some students freeze, ask for help, or become inactive in the face of

difficulty.• It helps to sit alongside a child like this and face the difficulties with her.

Will wait and show the reader we will not jump in and help, let them know it is their responsibility and to think what could they do.

• We will look to see if the child is active in anyway, and whether or not her activity yields anything helpful, we will support her efforts.

• We'll want them to understand that if they know the word and, this can help them with animal, ant, and sand.

Readers who read, Letter- by- Letter:• Research shows these readers profit from solving new words by using

the spelling patterns in familiar words, rather than sound out a word letter by letter, left to right fashion. They figure out the unfamiliar word by analogy.

• Children Who Need More Knowledge of Letters, Sounds, and Words:

• The child who is reading and writing a lot, will repeatedly encounter certain words and develop automaticity with them.

• Children who are well on their way as readers tend to know at lease 10-20 words by sight and produce them easily as readers and writers by the end of kindergarten, and close to 100 sight words by the end of first grade. This is not an instructional goal. It is applying blends, diphthongs, letters, sounds, and word chunks encountered while writing what will help children come to feel comfortable enough with print and familiar enough with letter sounds to use them when they read.

Children Who Need Support With Fluency and Phrasing

• A child who has problems with fluency and phrasing often reflects the accumulated experience of reading at frustration level.

• First intervention is to choose books to be read at ease.• The most helpful will be easy books with long sentences that sound like normal

language and contain lots of high frequency words.• Some accessible books contain only a brief fragment of text on each page; these

texts obviously can't provide ideal support fro fluency. (Run Claudia, run !)• If readers use a pointing finger or a book mark as a guide this can interfere with

fluency and phrasing.• When children are reading books at a level that contains more than a paragraph they

wont usually need to use a finger to point unless they encounter difficulty.• Very few children benefit from moving bookmarks, line by line, down the page. It is

wiser for readers to portion of half the page rather than to move the bookmark down the sentences.

• READ ALOUD AND READ WELL IS OUR BEST WAY TO SUPPORT FLUENCY AND PHRASING!

You also want to find in what level he is reading.Stages of Reading

• 1. The Emergent Stage

• 2.The Early Stage

• 3. The Fluent Stage