PART ONE
Introduction to the
Conventions and Scoring
Sensitive
Observation
of Reading
Behavior
Running Record
Professional Learning Package
What will we accomplish today?
• Learn conventions that are used when
taking a running record
• Practice each convention
• Basic scoring
Running Records
• Running Records help analyze a child’s
reading behavior
• When taking a running record, you do not
need to use a preprinted copy of the text
• Teacher can use a form or a blank sheet of
paper
Accurate Reading
•When a child accurately reads the text, the
teacher will use a tick or check to record an
accurate response
The dog is
in
the yard.
Practice
Substitution
• A child substitutes the word in the text for another
word that he or she may be familiar with
I can
see my
mother
mom
• The incorrect word is recorded above the correct
word
• Counts as one error
Practice
Attempts at Words
• If a student tries to read a word, you will
record all attempts
• The attempt may lead to the correct word
or an error
• Counts as one error
The b- ba ball is in the grass.
Practice
Self Correction
• A self correction occurs when a child corrects
a substitution without teacher prompting.
• You will use SC to show that the child made a
correction
• SC does not count as an error
mother SC
mom
Practice
Consolidation Practice
Conventions 1-4
•
•
•
•
Correct response
Substitutions
Attempts at words
Self corrections
No Response and Insertion
•A child will not make a response or they will
insert a word; counts as one error
•If there is no response, you will use a dash
above the word in the text
__-__
car
•If the child inserts a word, you will use a dash
below the word they inserted in the text
car
-
Practice
Told
•A child may stop and is not able to continue
reading; counts as one error
•After 3 seconds, you want to give the student the
told because you don’t want to child to lose
meaning
-_____T___
truck
If you give the child a told and they repeat the word
you will record: -_____T__R_
truck
Practice
Verbal Appeal
• A child will appeal or ask for help
• You can turn to the child a say “you try it”
• If the child remains silent, you can give the
child the told
• A=Appeal
Y=You try it
T=told
-_____A T___
truck
Y
• Counts as one error
Practice
Consolidation Practice
Conventions 1-8
•
•
•
•
•
•
•
Correct response
Substitutions
Attempts at words
Self corrections
No response and insertions
Tolds
Verbal appeal
Try That Again
•When reading a child can get confused or mumble
his/her way through a text, you can ask the child
to try that again and show him where to start
•Counts as one error
•Use brackets to show where child had to start
[The bus slow is ] TTA
is
slow
Practice
Single Word Repetition
• If a child repeats a word while reading, you
will use R to show to repeated word
• If the word is repeated more than once, you
will use R and the number of times the
student repeated the word
• Not an error
the R
car R 2
Practice
Phrase or Line Repetition
•A child will go back and read a line or
phrase again
•Write a capital R and draw an error to show
where the student started to read
R
Practice
Repetition and Self Correction
• A child may reread the text and correct the
error
• You will use the R for repetition and SC for
the SC
• Does not count as an error
a SC
the
R
Practice
Spelling and Sounding out a Word
•A child may spell a word when reading
SEE saw
see
•A child may sound out a word when reading
s-e-e
saw
see
Practice
Consolidation Practice
All Conventions
•
•
•
•
•
•
•
•
•
•
•
•
Correct response
Substitutions
Attempts at words
Self corrections
No response and insertions
Tolds
Verbal appeal
Try that again
Single Word Repetition
Phrase or Line Repetition
Repetition and Self Correct
Spelling and Sounding out a word
Tools
for learning: pencil/pen, Student
One’s Running Record, Worksheet 4 and
copy of the text The Zoo Trip
Look
at Student One’s Running Record
and MSV (5 mins)
Remember to record:
title
errors
words
error and SC rates
Total MSV at the bottom
Record information regarding
directionality, fluency, etc
Record a brief statement
about strategies used during
reading
As students read, think about:
What strategies do they use?
Are they reading fluently or is the reading
choppy?
Can they adjust the rate of reading to
ensure they understand?
After a student has read a book, is the
student able to answer questions about
what they have read?
Remember to record:
title
errors
words
error and SC rates
Total MSV at the bottom
Record information regarding
directionality, fluency, etc
Record a brief statement
about strategies used during
reading
Thank you for attending today!
We will email you the next SLT date!