•What does accuracy mean to you?

Running Records

Beyond Accuracy

Running Records

Running records are much more than an accuracy tool. They are a tool that teachers use to observe closely the reading behaviors of their students.

Running Records

Running records of oral reading are basically a vehicle for error analysis. The teacher must engage in the imaginative challenge of figuring out the logic of error. The most useful aspect of errors is that people do not make them randomly. There is always a reason for them. If you can figure out the reason, then your know where best to use your instructional expertise and how to avoid confusing the student. (Johnston, 2000)

Standard Procedures

If a teacher claims that a child read a text with a certain level of accuracy, we need to be assured that this had been obtained according to common practice. If this is not true then calculations and comparisons do not have any meaning. (Marie Clay, 2002)

Conventions

Child = What child says Text What is in the text

RR Scoring Conventions

• Correct word (correct)

• Substitution mad (error)

made

• Attempts m/maa/m-d(error)

made

RR Scoring Conventions

• Repetition R(no error)

• Omission _−−−_

(error) made • Insertion the

(error) −−

RR Scoring Conventions

• Self correction mad /make/ SC(no error)

made

• Appeal to teacher m---A (error)

madeT

Running Records(lower levels, slower readers)

- sometimeHave you ever seen a spider scuttle swiftly away? Spiders sometimes

can’t move quickly, but cannot keep going for long. Their breathing system

isn’t -- is not very efficient so they soon are out of breath. Spiders can

Ö and R walk, run, - jump, climb and hang upside down.

Running Records(higher levels, fast readers)

claw At the end of each leg are two or three sharp claws for

cangripping surfaces. Spiders that spin webs have a special claw

densto help them hold on to their webs. Hunting spiders have dense tufts of hair between their claws for gripping smooth surfaces and holding

/R2prey.

Running Records

Accuracy Rates

Teachers College Reading and Writing ProjectLevels A-K & Levels L-Z

• 96%-100% - Easy (Independent Reading

Level)• 90%-95% - Scaffolded Instruction Level (Books

for small group work)• Below 90% TOO DIFFICULT (Frustration Level)

Teachers College Reading and Writing Project

Levels A-K & Levels L-Z

Three factors should be check when assessing a reader (Allington 2001):

①Accuracy and self corrections②Comprehension③Fluency

Reading A-Z

Reading Recovery

95% + Independent Level

90%-94% Instructional Level

Below 90% Frustration Level

Reading Recovery

Above 90% - Good opportunities for

teachers to observe children’s processing of texts.

Below 90% - The Reader tends to lose the support of the meaning of the text.

DRA Levels

95%-100% Independent Level

90%-94% Instructional Level

Analysis of Errors

Meaning (M) – Does it make sense?

Syntax (S) – Can we say it like that?

Visual (V) – Does it look right?

Other Considerations

• Pronunciation - Is the child a language learner?

• 100+ words

• Comprehension

• Fluency

CLR- Give One, Get One

1st – Culturally Responsive Greeting (Hi!, What’s Up!,…)

2nd – I think… I know… It’s interesting that…

3rd – Exploding Fist Bump