# RUNNING RECORDS ASSESSMENT

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3 5 Insertions (counts as an error) Omissions (counts as an error) here 6 Child attempts to sound out a word (record with lower case letters) (counts as an error unless child says word correctly) n-o-t not 7 Child spells the word (record the upper case letters) (counts as an error unless child says word correctly) N-O-T not 8 Child repeats or rereads (does not count as an error) come R She came 9 Record all attempts at a word here h- home 0 Child stops and cannot proceed. First the teacher says, You try. If the child still does nothing, the teacher tells the word. home YT Child appeals for help. Suggest the child try it before telling. A here YT Child gets confused and can t seem to continue, the teacher may ask him to Try that again. Put brackets around first attempts and record second attempt. First attempt: we white TTA Susan went with me Second attempt: said SC Susan went with me Look at the overall pattern of responses you have circled so that you can bring your analysis of errors and self-corrections together into a written summary. To explain the error, consider the student s behavior up to the point of the error. To explain a self-correction, consider what might have led the student to spontaneously correct the error. PIONEER VALLEY BOOKS 0 PIONEERVALLEYBOOKS.COM

5 Consider the student s understanding of the text. Ask follow up questions if needed to help the student expand his/her discussion. This should be a conversation. The questions should be used to stimulate further discussion of understandings expressed. You might say, Talk about what happened in the story. Or you might say, Tell me more about... or What happened next? To encourage students to share their own interpretations you might say, Why do you think...? and What do you think would happen if... Use the Comprehension Scoring Rubric to evaluate the student s overall level of understanding of the story. Score by adding up each column score together for a possible 6 out of 6. COMPREHENSION RUBRIC facts Tells or events or key facts Tells some of the events or key Tells many events, in sequence for the most part, or tells many key facts Tells most events in sequence or tells most key facts Includes few or no Important details from text Includes some important details from text Includes many important details from text Includes most important details and key language or vocabulary from text Refers to or topics using pronouns (he, she, it, they) Refers to or topics by generic name or label (boy, girl, dog) Refers to many topics by name in text Refers to all topics by specific name Responds with incorrect information Responds with some misinterpretation Responds with literal interpretation Responds with interpretation that shows higher level thinking Provides limited or no response to teacher questions and prompts Provides some response to teacher questions and prompts Provides adequate response to teacher questions and prompts Provides insightful response to teacher questions or prompts 5 PIONEER VALLEY BOOKS 0 PIONEERVALLEYBOOKS.COM

6 SUMMARY OF RUNNING RECORDS RESULTS At the end of each running record you have the option of tallying the percentage of errors, the self-correction ratio, the fluency score, and comprehension score on the scoring guide provided. We have provided these calculations for you on the Pawprints reading records. ACCURACY RATE Errors % SELF-CORRECTION RATIO (E + SC) SC = FLUENCY SCORE GUIDE TO TOTAL SCORE [ refer to rubric ] COMPREHENSION SCORE GUIDE TO TOTAL SCORE [ refer to rubric ] -6 Excellent Fluency 7-0 Excellent Comprehension 0- Satisfactory Fluency -6 Satisfactory Comprehension 6-9 Limited Fluency 7- Limited Comprehension -5 Unsatisfactory Fluency 5-6 Unsatisfactory Comprehension SCORE: SCORE: This material is adapted from: Running Records for Classroom Teachers, Marie M. Clay. Heinemann. 000 Marie M. Clay. 6 PIONEER VALLEY BOOKS 0 PIONEERVALLEYBOOKS.COM

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