The Power of Running Records

To ensure student learning & growth for all students.

Running Records Allow Teachers to...

  • Identify emphasis for student conferences & small groups
  • Select and prioritize strategic teaching points for small & whole groups
  • Guide book choices for independent reading (w/out specifying levels)
  • Differentiated instruction
  • Gain multiple entry points
  • Progress monitor students
  • Identify students who need supplemental support

The goal of a running record is to gather evidence of the critical behaviors a student controls, what they know and do within and beyond a text, and to use this information to teach and guide each student as they master the skills in their next level of literacy knowledge.

  • AT HSE/NBE....
  • We use F&P Benchmarks for BOY, MOY, EOY running records (all students at BOY/EOY; At risk students MOY)
  • We use a variety of books to monitor students weekly/bi-weekly throughout the year

Giving Power to Skills Within a Level, Not the Letter Itself

"It is only when the child begins to make errors or when comprehension breaks down that you'll be able to see what information sources a particular reader does and does not rely upon." A Guide to Reading Workshop Primary Grades, Calkins Pg 64

Power Move 1

Note Observations

As a running record is given, it is important for the teacher to note items that may give clues to how or why a student is making certain reading moves.

Power Move 2

Code and Score

As a running record is given, it is important to code each error or self-correction. This information allows a teacher to analyze student reading behaviors.

Power Move 3

Analyze Errors & Self Corrections with MSV

Looking at what errors or self corrections a student is making allows a teacher to figure out next steps for the reader. Look for what cueing systems the student is using with the error. When analyzing an error, only look at the sentence up to the error.

M: Meaning

Does the error make sense?

Ex: Student: Sara watched the kid play. Text: Sara watched the child play.

S: Structure

Does the error sound right? Is it acceptable English?

Ex: Student: Sara watched a child play. Text: Sara watched the child play.

V: Visual

Does the error look right?

Ex: Student: Sara watched the child pay. Text: Sara watched the child play.

Power Move 4

Put the Information to Use

Use this information to guide individual, small and whole group conferring and instruction.

Use this information to guide classroom and grade level conversations/research in PLC.

Use this information to identify students who need supplemental reading instruction through RTI.
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