Running Record!

Running Record                                       

By: Caroline Gellis

I did the running record on a sweet student. I called her aside toward the end of class and told her about the running record. She seemed very nervous. I did not want her to be nervous as I wanted her to do her best. So first I started asking her a few questions about reading. I asked her what stories she likes to read in class and about how the classroom library works. I asked her to tell me about her favorite book. Once I felt that she had warmed up, I began telling her about the running record. I introduced her to the characters and showed her on a map where Japan is.

I gave her the running record and she did well. She started off a bit slow and unsure but as she progressed she picked up confidence and speed. I was happy that I gave her time in the beginning as I felt that had she been uncomfortable she would not have performed as well.

Gitty had a 95.5% accuracy rate and a self-correction rate of 1:4. She is an independent reader and is able to self – monitor. She had some visual and structural mistakes.

I chose to create a mini-lesson on the y suffix as I felt that this was an important lesson for Gitty.

Although Gitty read fluently and accurately, her comprehension level was lower than I expected. I think that had Gitty read the text another time she would have understood it better.

I feel that the running record gives a fair and accurate assessment of the students reading and comprehension level. It also gives the teacher or classroom assistant individual time with each student. In this way the teacher can focus on the particular student's weaknesses and can play lessons accordingly!

Click here to see my mini lesson here! :)