Example Of Running Record Observation

Running Record Observation: Examples and Practical Applications

Running records are invaluable tools for educators and literacy specialists to assess a student's reading progress. This detailed guide provides multiple examples of running record observations, explaining the process, analyzing the data, and showcasing practical applications for improving reading instruction. Understanding how to conduct and interpret running records is crucial for differentiating instruction and supporting students' reading development effectively. We'll explore various reading levels, error patterns, and how this assessment informs targeted interventions.

What is a Running Record?

A running record is a form of informal reading assessment where a teacher closely observes a student reading aloud, noting every word-reading behavior. This includes correct responses, errors, self-corrections, and any observable reading strategies employed. Unlike timed reading fluency tests, the focus is on the quality of reading, identifying specific areas of strength and weakness. The teacher records the student’s reading verbatim, including pauses, repetitions, and omissions. This detailed record provides rich qualitative data that goes beyond a simple accuracy percentage.

Conducting a Running Record: A Step-by-Step Guide

Before starting, select a text appropriate for the student's estimated reading level. The text should be unfamiliar to prevent memorized readings.

1. Choose the Text: Select a passage of approximately 100-200 words. The text should contain a range of vocabulary and sentence structures, reflecting the student's approximate reading level.

2. Prepare the Recording Sheet: Use a running record form or create your own. It should provide space to write the text, mark errors, note self-corrections, and record observations about reading strategies.

3. Instruct the Student: Explain the process clearly and reassuringly. Let the student know you're interested in how they read, not just whether they read correctly. Encourage them to read naturally.

4. Observe and Record: As the student reads, mark each word read. Use the following markings:

   • Correct Response (✓): Mark a checkmark above each word read correctly.
   • Error (E): Circle any word read incorrectly. Write the student's response above the word.
   • Self-Correction (SC): If the student self-corrects an error, mark a 'SC' above the error.
   • Omission (-): Use a hyphen to indicate a word omitted.
   • Insertion (+): Use a plus sign to indicate a word inserted that wasn't in the text.
   • Substitution (S): Indicate substitutions with an "S" above the word, noting the substituted word.
   • Repetition (R): Note repeated words or phrases with an "R".
   • Pause (P): Mark prolonged pauses with a "P". Note the length of the pause if possible.

5. Post-Reading Discussion: After the reading, discuss the text with the student. Ask comprehension questions to assess understanding. This is a valuable opportunity to build rapport and provide positive reinforcement.

6. Analyze the Data: Calculate the accuracy rate (number of words read correctly divided by total number of words). Analyze error patterns to identify specific reading difficulties.

Example Running Record Observations: Different Reading Levels

Let's examine several examples illustrating varying reading levels and error patterns. We'll use excerpts from simplified texts for clarity.

Example 1: Early Reader (Kindergarten/Grade 1)

Text Excerpt: "The cat sat on the mat. The cat was fat."

Running Record:

The (✓) cat (✓) sat (✓) on (✓) the (✓) mat (✓). The (✓) cat (E) was (✓) fat (✓).

• Error: The student may have substituted 'is' for 'was'.

Analysis: The student demonstrates strong accuracy but might benefit from additional practice with verb tense.

Example 2: Developing Reader (Grade 2/3)

Text Excerpt: "The playful puppy chased its tail. It ran around and around in circles, barking happily."

Running Record:

The (✓) play (E) ful (✓) puppy (✓) chased (✓) its (✓) tail (✓). It (✓) ran (✓) around (✓) and (✓) around (✓) in (✓) circles (✓), barking (✓) happy (E)ly (✓).

• Error 1: Omission of 'ful' in 'playful'.
• Error 2: Omission of 'l' in 'happily'.

Analysis: The student demonstrates good comprehension but struggles with decoding multisyllabic words and sight words. Phonics instruction focusing on common prefixes and suffixes could help.

Example 3: Fluent Reader (Grade 4/5)

Text Excerpt: "The old lighthouse keeper, weathered and worn, watched the storm gather on the horizon. The waves crashed against the rocks with a furious roar."

Running Record:

The (✓) old (✓) lighthouse (✓) keeper (✓), weathered (✓) and (✓) worn (✓), watched (✓) the (✓) storm (✓) gather (✓) on (✓) the (✓) horizon (✓). The (✓) waves (✓) crashed (✓) against (✓) the (✓) rocks (✓) with (✓) a (✓) furious (✓) roar (✓).

Analysis: The student reads fluently and accurately. The running record confirms strong decoding skills and reading comprehension. Further assessment might focus on reading speed and more complex texts.

Example 4: Struggling Reader (Grade 3, requiring intervention)

Text Excerpt: "The big brown bear climbed the tall tree. He looked for honey."

Running Record:

The (✓) big (✓) brown (✓) bear (✓) climb (E) the (✓) tall (✓) tree (✓). He (✓) look (E) for (✓) honey (✓).

• Error 1: Student substituted "climb" for "climbed" (past tense error).
• Error 2: Student substituted "look" for "looked" (past tense error).

Analysis: This student shows a pattern of difficulty with past tense verb endings. This suggests a need for targeted phonics instruction focused on regular and irregular past tense verbs.

Analyzing Error Patterns: Key Insights

Analyzing error patterns reveals crucial information about a student's reading challenges. Common error types include:

• Phonetic Errors: Errors related to sounds and letter-sound correspondences.
• Sight Word Errors: Difficulties with high-frequency words that aren't easily decoded.
• Semantic Errors: Substituting words that make sense within the context but are incorrect.
• Syntactic Errors: Errors related to sentence structure and grammar.

Identifying these patterns guides teachers in designing targeted interventions. For instance, a student consistently misreading words with specific prefixes or suffixes indicates a need for focused phonics instruction on those morphemes.

Using Running Records to Inform Instruction

Running records are not just assessments; they are powerful tools for informing instructional decisions. Data from running records can be used to:

• Differentiate Instruction: Tailor instruction to meet the individual needs of each student.
• Develop Targeted Interventions: Design specific interventions addressing identified weaknesses.
• Monitor Progress: Track student progress over time and adjust interventions as needed.
• Plan Small Group Instruction: Form small groups based on similar reading needs and strengths.
• Collaborate with Parents: Share data with parents to provide insights into their child's reading development and suggest home-based support strategies.
• Inform Curriculum Choices: Choose texts and activities that appropriately challenge students while ensuring success and fostering confidence.

Frequently Asked Questions (FAQ)

Q: How often should I conduct running records?

A: The frequency depends on the student's needs. For struggling readers, more frequent running records (e.g., every few weeks) may be necessary. For proficient readers, less frequent assessments might suffice.

Q: What if the student is reluctant to read aloud?

A: Create a comfortable and supportive environment. Encourage the student, offer praise, and focus on the process rather than solely on performance. Consider starting with easier texts or shorter passages to build confidence.

Q: How can I use the running record data to work with parents?

A: Share the data clearly and concisely. Explain the student's strengths and weaknesses in a positive and encouraging way. Collaboratively develop strategies to support the student's reading at home.

Q: Can running records be used for older students?

A: Yes, running records can be adapted for older students. The texts used would be more complex and challenging, reflecting their reading levels.

Conclusion

Running records are a versatile and powerful tool for assessing and improving reading skills. By systematically observing students' reading behaviors and analyzing error patterns, educators can gain valuable insights into individual reading strengths and weaknesses. This detailed assessment leads to more effective and targeted instructional practices, ultimately fostering a love of reading and promoting literacy development for all students. The examples provided illustrate the practical application of running records across different reading levels and highlight the importance of ongoing assessment in guiding differentiated instruction. Regularly employing running records allows for continuous monitoring of student progress and timely adjustments to instructional strategies, resulting in significant improvements in reading proficiency.