Nov. 5, 2013
Presented by
Mary Rodger
Literacy Coach
“Yet a funny thing happens on the way to
those final assessments: day-to-day learning
takes place. I am certain that, in education,
evaluation needs to pay more attention to the
systematic observation of learners who are on
their way to those final assessments.” (p. 1)
Clay, M. (1987). Reading begins at home:
preparing children before they go to
school. Portsmouth, NH: Heinemann.
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Developed by Marie Clay from the early
reading studies she conducted in the 1960’s
A way for teachers to quickly and easily
assess their students' reading behaviors “on
the run”
Simplification of miscue analysis done at 3rd
grade and above
Uses only the first 100-150 words in a
passage (or the whole thing if it’s less)
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A record of reading behaviors – a “snapshot”
Specific type of shorthand, or codes, record
detailed information during the reading
◦ Codes are “standardized…consistent across settings and
among teachers”
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This running record, “provides the teacher with a
playback of an entire oral reading episode,
including the smallest details on the reader’s
attitude, demeanor, accuracy, an understanding ”
(p. 10)
(Shea, M. 2000. Taking running records.
New York: Scholastic)
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Assessment tool
Document progress
Provide insights into the child’s reading
strategies
Plan for future instruction
Find appropriate reading level of student
To guide reading instruction
www1.rcas.org/literacy/pdfs/assessmenthand
out.pdf
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Teacher’s role: to observe child’s reading
behaviors while tracking accuracy and errors
on separate sheet of paper
Child’s role: to read chosen text
independently with minimal assistance from
teacher
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Choose a book/passage that child has not read before
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Teacher sits next to child in order to view passage
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On separate piece of paper, write a checkmark for each word
read correctly*
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When mismatch occurs during reading, draw a line*
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◦ It can also be done with a Benchmark book – one that represents a certain
level, but one that the child has never read before
◦ Child’s behavior above the line
Correct word (and any teacher’s actions) below the line
At the end of the oral reading, teacher may ask child to retell
story in his/her own words or may ask a series of comprehension
questions.
*Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good
first teaching for all children. Portsmouth, NH: Heineman.
Teacher Notation
√
T
SC
^
TTA
R
←
A
//
Meaning
Correct word
Told (by teacher)
Self correct
Omission
Insertion
“try that again”
Repetition (per word)
Repetition to a starting point
Appeal (asks for help)
Long pause
Error
No
Yes
No
Yes
Yes
Yes
Yes
Yes
No
No
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Accuracy rate: subtract numbers of errors
from total number of words, then divide by
total words, and multiply by 100
◦ Ex: 50 total words – 4 errors = 46
◦ 46/50 = .92
◦ .92x100 = 92%
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95-100%: Independent level
90-94%: Instructional level
Below 90%: Frustration level
Fountas, Irene C. and Pinnell, Gay Su. (1996). Guided
reading: Good first teaching for all children. Portsmouth,
NH: Heinemann.
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Self-correction ratio:
◦ (# of errors + # of self-corrections)/# of selfcorrections = self-correction ratio
◦ (8+3)/3 = 3.666 = 4
◦ SC rate is 1:4
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Error ratio:
◦ Total words/total errors = error ratio
◦ 50/4= 12.5 (round up to 13)
◦ Error rate is 1:13
At the Zoo
We saw bears.
We saw elephants.
We saw giraffes.
We saw lions.
We saw monkeys.
We saw tigers.
We saw zebras.
We saw lots of animals at the zoo.
http://www.youtube.com/watch?v=qEd-mZsCVg8
At the Zoo
see
We saw bears.
see
We saw elephants.
see
We saw giraffes.
see
We saw lions.
see
We saw monkeys.
see
We saw tigers.
see
We saw zebras.
see A/T an…mi..mals..
We saw lots of animals at the zoo.
Total # of words = 29
Total # of errors = 12
29-12 = 17
17/29 = .59
.59 x 100 = 59%
A Fishy Story
On Monday I dreamed I caught a fish.
It was as big as a bird.
On Tuesday I dreamed I caught a fish.
It was as big as a cat.
On Wednesday I dreamed I caught a fish.
It was as big as a dog.
On Thursday I dreamed I caught a fish.
It was as big as a man.
On Friday I dreamed I caught a fish.
It was as big as a horse.
On Saturday I dreamed I caught a fish.
It was as big as a whale.
On Sunday I really went fishing.
I caught a little, tiny fish.
http://www.youtube.com/watch?v=4eW_u496T2s
A Fishy Story
taught
On Monday I dreamed I caught a fish.
duck
It was as big as a bird.
Thursday
taught
On Tuesday I dreamed I caught a fish.
It was as big as a cat.
taught
On Wednesday I dreamed I caught a fish.
It was as big as a dog.
taught
On Thursday I dreamed I caught a fish.
It was as big as a man.
taught
On Friday I dreamed I caught a fish.
It was as big as a horse.
On Saturday I dreamed I caught a fish.
It was as big as a whale.
On Sunday I really went fishing.
taught
I caught a little, tiny fish.
Total # of words = 102
Total # of errors = 8
102 – 8 = 94
94/102 = .92
.92 x 100 = 92%
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LearnNC.org: Ongoing Assessment for Reading
◦ http://www.learnnc.org/lp/editions/readassess/1.0
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Reading A-Z.com
◦ http://www.readinga-z.com
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Clay, M. (2000). Running records for classroom
teachers. Portsmouth, NH: Heinemann.
Fountas, I.C. & Pinnell, G.S. (1996). Guided
reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.
http://www.timrasinski.com/?page=presentati
ons