Running Record

TC Name:  Sarah de Almeida

RICA Domain: 1 Planning, Organizing, and Management Reading Instruction Based on Ongoing Assessment

RICA Competency: 2 Reading Assessments.  5. Students’ Independent, Instructional, and Frustration Reading Levels. Miscue Analysis

Grade Level: 2nd

Instruction:

I observed my tutoring teacher give a reading assessment.  She used the running record strategy to get a general idea of the students’ reading levels.  She starts with the lowest level book for the grade level.  As the student reads, she is following along on her own printout of the book.  Mrs. P listens carefully to the student’s pronunciation, fluency and accuracy.  As the student reads each word, she makes a notation above the word.  The notations will be defined in the key.  For every word they read correctly, she makes a check mark above the word.  If the student repeats a word, or self corrects, she makes a notation above those words.  At the end of the reading, Mrs. P adds up all of the miscues and that completes the first part of the reading assessment.  The second part of the reading assessment consists of reading comprehension.  She asks the student to re-tell the story or key points in the story.  If the student is having difficulty, she prompts them to stimulate the discussion about the book.  The prompt for this particular book asks student to tell her what happened at the end of the book. 

Depending on the student’s answers, Mrs. P will determine the score the students earned. She will combine the first score with the second score to decide what reading level the student is at.    Patterns of errors will emerge and reveal how the child goes about decoding print. 

Instructional Setting:

During the first few weeks of school, parent volunteers are responsible for performing a running record on each student.  They will start with the basic level of (E).  If they have few to no miscues, they will continue to the next reading level of (F).