Analyzing Running
Records on the
Foundations of Reading
Test
Connecticut
Induction 2012
Thursday, June 21st, 2012
1
Objectives
By the end of this session you will be able to:
•
•
•
Identify and use running record codes for word identification
strategies
Identify patterns in word identification present based on a
running record
Explain a child’s strengths and weaknesses in reading based on
their running record
<Insert Date Here>
22
Agenda
1
Review: What is a running record? Why do I use it? When
do I use it?
2
Shorthand: A crash course coding student miscues.
3
Interpreting a Running Record
4
Analyzing and Explaining Student Patterns
3
The What, Why and How of Running Records:
A running record is a tool used to assess reading growth. The
process is as follows:
•Student reads aloud, teacher marks their actions with shorthand codes
•Teacher analyzes students patterns and tendencies to inform instruction
On the test, there will be at least one open ended question asking
you to analyze a sample running record. In your classroom, this
knowledge will be used in the following way:
•Formal reading assessments (DRA2 or Fountas & Pinnell—3x per year)
•Interim check points (informal running records—every 4-6 weeks)
.
4
The Shorthand:
One way to code miscues is to use the following key:
•Deletion—student skips a word that’s there
•Insertion—student adds a word that’s not there
•Short Pause—student pauses for 1-3 seconds
•Long Pause—student pauses for more than 3 seconds
•Repetition—student repeats themselves (incorrect or correct)
•Substitution—student replaces a word that’s there with an incorrect
word
•Self Correction—student corrects a miscue they’ve made (deletion,
insertion, or substitution)
.
5
SCENARIO A
A second-grade teacher assesses a student's oral reading
performance by having the student read aloud from an
appropriate story while the teacher makes notes on a copy of
the story. Printed below is an excerpt from the teacher's
record of the student's oral reading.
Based on the results of this assessment, what would you prioritize
with this student?
All misspelled words have irregular spellings and cannot be
“sounded out” using normal rules of phonics…
Therefore student needs practice with sight words- recognizing
them automatically
66
PRACTICE!
In the folder on your table, you’ll find 3 sample running
records that have already been administered.
Distribute these among your table and have one person
read the passage as the child did, using the shorthand
to guide you. Think about the following as you examine
the shorthand:
• What patterns do you see in this child’s miscues?
• What strengths does this child have? How do you know?
• What would you prioritize with them moving forward?
Why?
When your table has a theory (answer to all 3 of these
questions) for each running record, discuss what you
found!
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Interpreting a Running Record:
MOUNTAIN BIKE MANIA
Strengths:
Weaknesses:
Prioritize:
26 FAIRMONT AVE.
Strengths:
Weaknesses:
Prioritize:
VAN GOGH CAFE
Strengths:
Weaknesses:
Prioritize:
88
Check Yourself:
What have you learned about the purpose of running
records?
How confident do you feel analyzing a running record on
the Foundations of Reading Test?
What do you need to learn more about or do before
administering running records in your classroom?
Questions?
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One day, all children in
this nation will have the
opportunity to attain an
excellent education.
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