MSQI Running Records in MSQI

Why Use Running Records?

A running record is an assessment tool that captures a students reading of continuous text.
By analysing the sources of information used to predict unknown words and the readers use
of the reading strategies we can find out what the reader knows, what information the reader
attended to and what information the reader neglected. This provides us with a window on
the students reading process. For most middle school students the running record will not
provide useful information other than to confirm their print processing strategies are in place.
However, running records provide a valuable insight into where the reading process of at-
risk students is breaking down. Therefore running records, are best used as a strategic
diagnostic assessment for students scoring below 45 on the DRP, rather than, as a universal
screen for middle school students.

The running record procedure provides a framework for systematically observing a students
reading. When taking a running record the purpose is to observe as much of the students
reading behavior as possible. Through careful observation, reliable scoring and analysis
they provide teachers with a valuable insight into a students:

strategies for solving unknown words;

ability to integrate the sources of information;

self-monitoring and self-correction strategies;

willingness to take risks.

In addition to the core procedure described below, the teacher can explore the readers
comprehension of the text by asking the student to retell what they have read or asking
questions that require them to interpret what they have read.

When Taking a Running Record:

It is important to put the student at ease and explain that it is important to see what the
students does when they come to words they dont know. When taking a running record:

the student has a copy of the text;

the teacher has a recording sheet or an appropriate sheet from a benchmark kit. Do
a brief introduction (i.e. this is about .) and ask the student to read aloud;

record everything the student says using the recognized conventions (resist the
temptation to prompt or teach);

it is important to ask the student questions after the reading to check they have
more than a literal understanding and to either have them retell the story (If you
were going to tell a friend what this was about what would you say?) or summarize
the information in factual texts;

make a note about the fluency of the reading. .

Sheena Hervey For the New York City Department of Education

 Things to Think About
What Texts Should You Use?
For this task the text should be a non-fiction text. Any of the benchmark kits: Fountas and
Pinnell; Rigby; DRA; Teachers College, have texts that are suitable.

As a general rule with early or struggling readers start with an easy text before moving on
to more complex texts because this builds confidence. If the student reads every text
accurately there are not enough opportunities to observe their behaviors when solving
difficult text (which is the whole point of the exercise) so praise them and move on to a
more difficult text. The running record needs to be an objective record of the sources of
information and strategies used. This will provide information on what needs to be taught
later. The recognized conventions provide a common language for teachers, which is
important when collaborating around student work. .

Recording Students Reading Behaviors

What the student says and does is recorded above the text. While it is not necessary to
check every word read correctly, it is important to capture the students errors. It is the
analysis of the attempts at unknown words that will provide the most valuable
information. The conventions for recording behaviors are on page 3.

The following example shows how to set out the record of the reading.

Text Errors Self-

(use conventional marks to indicate what the students did) corrections
M S V M S V
des per--ly
Today 62,000 Americans desperately await organ

transplants to save their lives. Oddly enough, until

auth SC R
now , no authority had yet dared offer money for the

Organs of the dead to aid the living. If we can do

d- don ate
anything to end the shortage of donated organs, should we

Sheena Hervey For the New York City Department of Education

Conventions for Taking a Running Record
These recognized conventions provide a common language for teachers, which is useful
when you and a colleague discuss a student.

Every word the student reads correctly is marked with a check. (Not necessary if you are
recording on a copy of the text)

The ice pilots have touched down at McMurdo Station.

Record all attempts and errors by showing the students response above the text

Student: tree mor tree

Text: tremor

If the student self-corrects an error, record it as a self-correction, not an error.

Student treemore SC
Text: tremor

If the student leaves out a word, mark it with a dash. This counts as an error.

Student:
Text: tremor

If the student inserts a word record this.

not
The ice pilots have touched down at McMurdo Station.

If the student is told the word , record it with a T

Student: tr
Text: tremor T

If the student appeals (looks for help) tell them to try. If the student is unable to
continue, give them the word and record an A for appeals

Student A
Text: tremor

Repetition is not counted as an error but is recorded by an R , as well as the number

of repeats if more than 1

R or R3

Record R for repeats plus an arrow going back to where the repetition began if the
student repeats a number of words

R
The ice pilots have touched down at McMurdo Station.

If the student becomes confused say Try that again and record TTA

Sheena Hervey For the New York City Department of Education

Analyzing a Running Record
It is essential to complete an analysis of the sources of information/cues students used when
making errors and self-corrections and following this to make a statement on how the reader is
using the sources of information - in other words, what strategies (s)he is using.

The three main sources of information are:

meaning (sometimes called semantic cues) M

structure (sometimes called grammar or syntactic cues) S

visual (sometimes called grapho-phonic cues) V

When analyzing the running record

Read the sentence (as the student did) up until the point of an error and ask What led
the student to make this mistake?. Try to determine if the student was using cues from
meaning, structure of language, the visual information in the print, or a combination of
these (often M and S seem to go together).

Every time the student makes an error print M S V in the errors column and circle the cues
used by the student in the appropriate column for the source(s) used. Ask:
o Does it make sense? M
o Does it sound right? S
o Does it look right? V
For each self-correction print M S V in the Self-corrections column and ask what led the
student to correct the error. Were they noticing more of the meaning? Perhaps it was the
visual information. Circle the sources of information used. Ask why the student self-
corrected,. Was it because:
o It didnt make sense? M
o It didnt sound right? S
o It didnt look right? V

When the MSV analysis is completed there may be obvious patterns of particular sources
checked or not checked, e.g., lots of V checked and no M or S.

Look carefully at the strategies the student is using at difficulty points (how they are using
the MSV cues).

Are they self-monitoring (noticing when they are wrong)?

Are they a risk taker (attempting unknown words)?

o Are they cross-checking the sources of information against each other?
(Are they making sure it makes sense, sounds right and looks right?)
o Which of their errors are they self-correcting? (e.g. only when meaning is
affected);
o Are they reading fluently and with phrasing?

This information is used to write a short description about what the student can do and
identify the strategies the student needs to learn next. This information is then used to plan
further teaching.

Sheena Hervey For the New York City Department of Education

 Sample of a section of a Running Record

Student
responses
recorded above
the text

Analyzed errors
and
self-corrections

Summary
Anthony level U with 95% accuracy
Instructional level U
Anthony reading sounded fluent with appropriate f phrasing and
intonation.
The analysis showed Anthony:
Uses visual cues to predict unknown words.
Neglects meaning and structural cues
Summary of Self corrects using meaning and structure
students reading He reread once when meaning was lost.
behaviors Areas of need:
Anthonys often does not self-correct or reread when his predictions
do not t retain meaning.
Anthonys retelling included the main points.

Sheena Hervey For the New York City Department of Education