RUNNING RECORD SUMMARY

Student Name: Megan Brass

Date of Running Record: October 17, 2020
Title of Text: “Little Red Hen”
Level (if known): I

Accuracy:
Running Words: 202
Miscues: 13
Accuracy: 93.5%
Easy, Instructional, or Hard? Instructional
Easy = 95-100%
Instructional = 90-94%
Hard = 89% or lower

Self Correction:
SC: 6
SC ratio: 1:3
SC of 1:1, 1:2, 1:3 or 1:4 are good.
What cues did the reader use to SC? (MSV)

Reread the words and took his time to really try to read the words he ended up self-
correcting.

Summary of Observations:
What did the reader do when encountering unknown words? Check all that apply.
___ Made no attempt ___ Asked for help
___ Looked at pictures (M) _*__ Made the first sound (V)
_*__ Attempted to sound out (V) __*_ Reread (M)
___ Skipped it & continued reading __*_ Made repeated attempts

What cues did the reader use? (Look at the miscues.) MSV. If the reader used a
combination of cues (most do), what did he/she primarily rely on? Explain.

He primarily relied on attempting to sound the word out. He also made the first sound
and reread the words before it to help him read. Sometimes, he made repeated
attempts to sound out the word. He would start with the first letter, sound it out, and tried
to add the sounds of the following letters to sound out the word.
If you were going to do a teaching point immediately following this running record, what
one point would you go back and revisit? Remember that we aren’t trying to just clean
up errors; we’re looking for something that will move the child ahead in his future
reading.

I would go back and revisit the smaller words such as I’d, and, then, because these are
the words he seemed to skim over and assume he had correct. I would revisit these to
show him that even though they are small words, we still need to take our time and
make sure we are saying the correct words.

Write a one-paragraph summary telling what you learned about the reader from
completing this running record.

While completing this running record, I realized how many things a student can get
confused about when reading. There are many words in a story that they are reading
and they can easily get mixed up and confused on each word. I also learned that these
running records are helpful in determining what needs to be worked on between the
teacher and that student. These running records can help us see where we need to plan
instruction in order to help this student progress with reading.

Formulas:

Accuracy: Running Words -- Miscues

Running Words

Self Correction Ratio: Errors + SC

SC