GISD RUNNING RECORD TRAINING GRADES 1-3 OCTOBER 24, 2005 CARVER ELEMENTARYGuideline: Running Records Treat running records as a test. Before you begin a running record you may prompt students to use strategies; look at the picture, use your finger, push sounds in words... Once you begin a running record you should not prompt students when they come to a word they don’t know. The book or page of a book that you use should be new to the student, not one they have seen before. During a running record you can say, “try it or you try it” Ifa student misses several words in one sentence you can say, “try that again,” then direct them to the beginning of the sentence to start over. Count one error for starting over. If the student misses other words in the sentence count those as errors also. Ifa student inserts or deletes a word, count as an error. Ifa student misses a word then rereads and corrects it, this is not an error, it is a self correction. Ifa student misses a proper name several times, only count it as an error one time. When a child comes to a word and stops, tell him to try it. Give him time to decide what to do, If you see he is not going to attempt the word, you can give him a told. Count this as an error.Running Records: Scoring and Leveling Below 90% - Too hard, move down a level 90°%-94% - Instructional reading level; move down until you find independent reading level (use instructional level for guided reading) 95% -100% - Independent reading level; this is the student’s reading level, the level you put on the report card Ifa student is fluent at 96% or higher move up a level until you find his instructional reading level For moving students to a new reading level, fluency is a consideration. However, we do not use the TPRI guidelines. 1” grade - 60 wpm: 2"™ grade — 70 wpm The lower the reading level the less fluent some students will be. Comprehension is also a consideration in running records. We usually want students to answer at least 3 out of 4 comprehension questions at 95% or above to be on that independent reading level. In early first grade, levels 1 through about 3, fluency and comprehension are not as key as %. At those early levels we are still looking for strategies such as: One to one matching + Letter and + Can they remember print patterns + Are they looking at the picture to help them with a new word. However, if they can’t answer any comprehension questions I wouldn’t put them on the level.