Lisa Montelbano

Running Record Analysis

EDUC 681

For my running record analysis, I used the Fountas and Pinnell Benchmark Assessments. The student I

worked with is in my first grade class and turned seven this past March. Student M was independent at

a level D in March. We started with a level E and she selected the book, The Lost Tooth. Overall,

Student M read the book fluently, comprehended well, five errors for 97% accuracy, one self-correction,

and writing displayed accurate comprehension. When analyzing Student M’s five errors, she attempted

to sound out three words by only looking at the first 2 to 3 letters: wiggled, wanted, soup. She did not

try other strategies such as looking inside the word for word chunks or gathering meaning from the

other words. Her other two miscues were pulled for played and wanted for went. These errors were

visually aligned to the story’s words and also fit the sentence structure.

Then Student M selected a Level F book, Anna’s New Glasses. Student M was independent at this level

with a 98% accuracy, two self-corrections, read fluently, and high comprehension. Her four errors were

no for one, some for those, and two teacher told miscues for the words purple and Mrs. She attempted

to sound out purple and Mrs. For these miscues, Student M did not rely on outside clues to help her

self-monitor such as for the color purple the student did not look at the picture or reread the sentence.

She tried to tackle the words by using a few letter sounds. Her strengths were her smooth, expressive

reading of the sentences and her answers to the comprehension prompts.

The next day Student M tried Level G and read the book Bedtime for Nick. Student M scored 97%

accuracy, four self-corrections, fluent reading, and comprehended well. Her gains in her sight word

vocabulary and ability to understand the story as she read helped her be successful. In this story,

Student M had seven errors and she missed the word mom (said mother) twice but did read it correctly

for the majority of the other times which mom appeared. Several words were more difficult: magic,

washed, nightlight. From observing the data, Student M’s new reading goals will be to use meaning and

structure clues to figure out the unknown words.

Later in the day, Student M tried a Level H book called The Sleepover Party. This is her instructional level

since her accuracy was 95%, less fluent, and lower comprehension. Student M had 14 errors, read less

smoothly, and left out key information when explaining key story elements.

Here is a summary of Student M’s running records:

Level Accuracy Self-Correction Fluency Comprehension Writing (Optional)

E 97% 1 3/3 6/7 3/3

F 98% 2 3/3 6/7 ~

G 97% 4 3/3 6/7 ~

H 95% 3 2/3 4/7 ~

For future guided reading lessons, instruction will be at a level H with a focus on developing strategies to

figure out unknown words independently. During the lesson, I will model for Student M how to use

visual, meaning, and structure syntax to figure out new words. Another strategy is rereading to figure

out words. Student M is starting to use this strategy but does not use it consistently. While working on

word strategies, Student M will have more experiences with interpreting and understanding the text

such as understanding the characters and author’s message. Student M can probably “ladder-up” her

level H to a level I with proper scaffolding and using theme books with vocabulary which build upon

each other.