Madison McNulty

EDU314

Running Record

Professor Kersul-Wiener

RUNNING RECORD SUMMARY

Student Name: Greyson Murray-McNulty

Date of Running Record: 10/02/2021

Title of Text: My Teacher Dances on the Desk

Level (if known):

Accuracy:

Running Words: 183

Miscues: 10

Accuracy: 94%

Easy, Instructional, or Hard?

Easy = 95-100%

Instructional = 90-94%

Hard = 89% or lower

Self Correction:

SC: 4
SC ratio: 1:4

SC of 1:1, 1:2, 1:3 or 1:4 are good.

What cues did the reader use to SC? (MSV)

Greyson used meaning to self correct.

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.

Greyson used a combination of cues, but mainly visual cues. He predicted the words from the

text. Greyson used visual information when trying to study the beginning sound, word length,

and familiar word chunks.

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.
Immediately following the lesson, I would go back to the sentence where he confused the word

coming with campling. I would have him re-read the sentence and have him pause at camping so

that he can take a closer look at the word, and ask if he noticed his mistake. I would try to

explain to my students to not read too fast. I would go back to some of the pages where they had

errors and point out why they made that mistake and go over it. I would also encourage them and

say that everyone makes mistakes and we can learn from those mistakes! With Greyson, a lot of

his mistakes were word families like mad, bad, twirling, and whirling. I would bring out the

phonics practice pack and review the concepts of same ending suffixes. Another teaching point I

have is reading with more appropriate speed. As readers, it’s not about how fast you can get to

the next page. Slow and steady is important!

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

running record.

I realized through Greyson that he was rushing through the book just trying to get to the end and

that’s why he had to self correct the words often. Greyson is 9 years old and even though he had

some errors, he still read the book with confidence. I’m surprised he wanted to sit down and read

with me on a Saturday afternoon. He also had no problem when I had to ask them to slow down

a little as I was trying to complete the running record. Reading has always been one of his

favorite subjects and I’m glad to see young kids still interested in reading!
Formulas:

Accuracy: Running Words -- Miscues

Running Words

Self Correction Ratio: Errors + SC

SC