Running Records:
A running record is a pre made observation sheet that a teacher uses to assess a students reading process. When observing student reading using a running record a teacher is listening to the student read and is watching to count errors, self correction and accuracy rates.
” The best information [from running records] came from analyzing the different reading behaviors of the student. The recording form let me notice which reading strategies they were using. I documented what a child did when they came across a word they were unsure of. I circled if they blew through punctuation marks. I wrote notes about if they read fluently or were choppy. Did they read with expression or sound like a robot?” (Alison- The Literacy Garden Blog)
Samples:
This is a sample of how a teacher suggests to mark your running record.
This picture was taken from Pinterest and is credited to Carla Fedeler
I like that Carla included codes for reading process as well as for student errors. Tracking when a student is self-correcting, re reading sentences and problem solving will help you know which strategies your student likes to use to learn to read. This is great information to collect so you can support those strategies and begin to teach them new ones if needed.
This is an example of what a completed running record may look like.
This photo is taken from Pinterest and is credited to Alison- Writing lessons.
In this sample the students were given a short passage to read. Every check represents a word read correctly. Simple codes are used to mark student errors so the teacher knows exactly when and how the student made a mistake in the passage and how the student tried to work through the blockage.
Why a Running Record?
A running record is a great assessment strategy because it gives students one on one time with the teacher. This is a great way for a teacher to get to know their students. A running record also provides simple and clear records of student growth. A teacher can show these records to a parent to demonstrate how reading errors are reducing over time. A running record is a great tool to use to decide what your students are ready to learn next, or if additional support may be required for striving students.
Grade 3 BC Curriculum Connections:
Content:
- reading strategies (When a teacher is observing the students using a running record the teacher is observing which reading strategies the student uses. From this information a teacher can then teach new strategies to ensure students have a chance to try multiple strategies to see what works for them!)
Curricular Competencies:
- read fluently at grade level (A running record tracks if students are meeting this competency and more importantly the growth the student is making within this competency)
- Use developmentally appropriate reading, listening, and viewing strategies to make meaning (students are demonstrating this competency in a running record and the teacher is able to track the strategies the student is using)
When To Use A Running Record?:
A running record requires one on one time with a student. A great way to make this time is to do literacy stations! Students can rotate through different stations they can run independently and the teacher can have a running record station where students work one on one with the teacher.
How I would use A Running Record:
My goal would be to get at least 3 records per student by the end of the year. I think it is really important to use this tool to track growth as well as current reading abilities and decoding strategies. I would have a literacy stations week to implement this tool. The week prior I would explain all the stations so students understand exactly what is expected of them prior to literacy station week. I would put students in groups of 5, this would require approximately 5 stations depending on class size. The teacher station will be a read to self station. Students will read to themselves and I will pull out 1 student per day per group to do a running record. By the end of the week all 5 students from every group will have been assessed. Some ideas I have for other stations are:
- spin a word
- Four in a Row
- buddy reading stations
- word matching game (print out a list of words on individual cue cards, students will flip over two cards, if the words match they get to keep the cards otherwise they flip them back over and their partner gets a turn)
I would be most likely to use running records with the entire class in grades 1-4. I may use running records on a case by case bases if a student required extra reading support in grade 5-8, a great example I could think of for this is a new ESL student who may not have learned about reading strategies and may be at a lower reading level because English is not the language they learned to read in.
Frequency:
“Under the K-12 Student Reporting Policy, students in all grades, from Kindergarten to Grade 12, will receive a minimum of five communications on student learning throughout the school year – four Learning Updates throughout the year and one Summary of Learning at the end of the year.” (BC K-12 Student reporting policy) pg. 50
I believe it is important to give parents communication throughout the year because it ensures there are no surprises. Parents should be in enough contact with the teacher that they have a general understanding of how their student is doing in school. Reporting 5 times throughout the year also celebrates growth. If parents only received a final report card they may not be able to see how much their student has progressed throughout the year.
Proficiency Scale:
(Page 27) The proficiency scale is used in BC from grades K-9 to report student learning in all subject areas. I appreciate that the each level on the scale has specific terms for suggested use in reporting. By having standard terms it assures everyone is on the same page and using consistent language.
Emerging language:
- Is beginning to… • Is working to be able to… • Needs to… • Moving forward, the goal is to…
Developing language:
- Is almost able to… • Is working on… • Continues to… • Moving forward, needs to continue to…
Proficient Language:
- Is able to… • Can… • Is ready to move on to… • Moving forward, they could…
Extending Language:
- Is creatively able to… • In a unique way can… • Can continue to… • Moving forward, their goal will be…
Sample Report Card Comment:
*** Note this report card comment is not for a real student. All names and comments are made up for the example
Martha Jones is Developing in English Language Arts at the end of Term 2 of Grade 3. We have been working on identifying story elements within picture books. Martha has taken a great liking to the Story The Paper Bag Princess. I am amazed by her curiosity and risk taking in class. Martha is working on identifying the conflict of a story. Moving forward, she could draw out the conflict before trying to describe the conflict orally. Martha is creative and can use colour very nicely to connect to a story.