95–100% Independent _____

90–95% Instructional _____

RVS Running Record Below 90% Hard _____
M – Does it make sense?
S – Does it sound right?
Level E V – Does it look right?

Name: _________________________ Date: _________________________ Grade: ________

Text Title: __________________________ Level: ________ Assessed by: _______________________

Strategies Used
E SC
Reading Behaviours Pg Running Record E SC
M-S-V M-S-V

Beginning to track print with

eyes, occasionally using fingers
at points of difficulty or when
reading a novel

Using punctuation and print

features (e.g. quotation marks,
large print) to read with
fluency and expression

Solving new words while

maintaining a focus on meaning

Cross-checks using multiple

sources of information

Adapted from Guided Reading (1996).

Fountas and Pinnell., Scholastic Guided
Reading Program (2000). Pinnell., and
Leveled Books for Readers Grade 3-6
(2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart

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 Strategies Used
E SC
Reading Behaviours Pg Running Record E SC
MSV MSV

Total

Accuracy Rate 1. Running Words – Total Errors = *Score Next steps for instruction:
– =
2. *Score ÷ Running Words X 100 = % Accuracy Rate

÷ X 100 = %

Self-Correction (E + SC) ÷ SC = 1: ____

Ratio

Fluency Fluency Scoring Key 0 1 2 3

Score 0 Reads primarily word-by-word with occasional but infrequent or inappropriate
phrasing; no smooth or expressive interpretation, irregular pausing, and no
attention to author’s meaning or punctuation; no stress or inappropriate stress and
slow rate.
1 Reads primarily in two-word phrases with some three- and four-word groups and
some word-by-word reading; almost no smooth, expressive interpretation or
pausing guided by author’s meaning and punctuation; almost no stress or
inappropriate stress, with slow rate most of the time.

2 Reads primarily in three- or four-word phrase groups; some smooth, expressive

interpretation and pausing guided by author’s meaning and punctuation; mostly
appropriate stress and rate with some slowdowns.

3 Reads primarily in larger, meaningful phrases or word groups; mostly smooth,

expressive interpretation and pausing guided by author’s meaning and
punctuation; appropriate stress and rate with only a few slowdowns.

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 RVS Comprehension Retell
Comprehension Conversation
Have a conversation with the student, noting the key Comprehension Scoring Key
understandings the student expresses. Use prompts as needed to 0 Reflects no understanding of the text.
stimulate discussion of understanding the student does not express.
Include both literal and inferential and score for evidence of all 1 Reflects limited or inaccurate understanding of the text.
understandings expressed – with or without a prompt. Highlight the
prompts used if needed. Circle the number in the score column that 2 Reflects acceptable (partial) understanding of the text. Includes important
information and ideas but neglects other key understandings.
reflects the level of understanding demonstrated.
3 Reflects detailed (complete) understanding of the text. Includes almost all
Teacher: important information and main ideas.
Fiction: Can you tell me the story in your own
words?
Non Fiction: Talk about what you learned in this book.

Retell – Within the Text Literal Prompts if Needed Score

What happened at the beginning? 0 1 2 3

What happened next?
Can you tell me more?
What happened at the end?
Other literal non-leading prompts
based on the story

(You may want to record the number of prompts used)

Beyond the Text Inferential Prompts

Does this remind you of something? 0 1 2 3

What might happen next?
At this point in the story, what do you
imagine the character might be feeling
and why?
Other inferential prompts based on the
story:
i.e. Why do you think….?
What are the main things you
learned about…?

Guide for Total Score

Total Score
6-7 Excellent Comprehension
5 Satisfactory Comprehension
4 Limited Comprehension
0-3 Unsatisfactory Comprehension

Adapted from - Columbia University; Teacher’s College Reading and Writing Project 2014; Fountas & Pinnell: Leveled Literacy Intervention, 2013
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Next steps for instruction:

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