Running_Record for language assessments.ppt

Running record for language assessment

2. Developed by Marie Clay from the early
reading studies she conducted in the 1960’s
A way for teachers to quickly and easily assess
their students' reading behaviors “on the run”
Simplification of miscue analysis done at 3
rd

grade and above
Uses only the first 100-150 words in a passage
(or the whole thing if it’s less)

3. An assessment tool
To assess a student’s oral reading proficiency
Used in early stages of literacy development\
May be used with older students with reading
difficulty
RR provide an opportunity to observe children's
difficulties in self-monitoring and self-
correcting
3

4. Assessment tool
Document progress
Provide insights into the child’s reading
strategies
Plan for future instruction
Find appropriate reading level of student
To guide reading instruction
www1.rcas.org/literacy/pdfs/
assessmenthandout.pdf

5. Teacher’s role: to observe child’s reading
behaviors while tracking accuracy and errors
on separate sheet of paper
Child’s role: to read chosen text independently
with minimal assistance from teacher

6. Choose a book/passage that child has not read before
◦It can also be done with a Benchmark book – one that represents a certain
level, but one that the child has never read before
Teacher sits next to child in order to view passage
On separate piece of paper, write a checkmark for each word read
correctly*
When mismatch occurs during reading, draw a line*
◦Child’s behavior above the line
Correct word (and any teacher’s actions) below the line
At the end of the oral reading, teacher may ask child to retell story
in his/her own words or may ask a series of comprehension
questions.
*Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first
teaching for all children. Portsmouth, NH: Heineman.

7. Teacher NotationMeaning Error
√ Correct wordNo
T Told (by teacher)Yes
SC Self correctNo
- Omission Yes
^ InsertionYes
TTA“try that again”Yes
R Repetition (per word)Yes
← Repetition to a starting pointYes
A Appeal (asks for help)No
// Long pause No

8. Accuracy rate: subtract numbers of errors from
total number of words, then divide by total
words, and multiply by 100
◦Ex: 50 total words – 4 errors = 46
◦46/50 = .92
◦.92x100 = 92%
95-100%: Independent level
90-94%: Instructional level
Below 90%: Frustration level
Fountas, Irene C. and Pinnell, Gay Su. (1996). Guided
reading: Good first teaching for all children. Portsmouth,
NH: Heinemann.

9. 1:2
1:3
1:4
1:5
1:6
1:7
1:8
Good
Ba
d
9

10. Self-correction ratio:
◦(No. of errors + No. of self-corrections)/No. of self-
corrections = self-correction ratio
◦(8+3)/3 = 3.666 = 4
◦SC rate is 1:4
Error ratio:
◦Total words/total errors = error ratio
◦50/4= 12.5 (round up to 13)
◦Error rate is 1:13

11. At the Zoo
 
We saw bears.
 
We saw elephants.
 
We saw giraffes.
 
We saw lions.
 
We saw monkeys.
 
We saw tigers.
 
We saw zebras.
 
We saw lots of animals at the zoo.
http://www.youtube.com/watch?v=qEd-mZsCVg8

12. At the Zoo
see
We saw bears.
see
We saw elephants.
see
We saw giraffes.
see
We saw lions.
see
We saw monkeys.
see
We saw tigers.
see
We saw zebras.
see A/T an…mi..mals..
We saw lots of animals at the zoo.
Total # of words = 29
Total # of errors = 12
29-12 = 17
17/29 = .59
.59 x 100 = 59%

13. A Fishy Story
On Monday I dreamed I caught a fish.
It was as big as a bird.
On Tuesday I dreamed I caught a fish.
It was as big as a cat.
On Wednesday I dreamed I caught a fish.
It was as big as a dog.
On Thursday I dreamed I caught a fish.
It was as big as a man.
On Friday I dreamed I caught a fish.
It was as big as a horse.
On Saturday I dreamed I caught a fish.
It was as big as a whale.
On Sunday I really went fishing.
I caught a little, tiny fish.
http://www.youtube.com/watch?v=4eW_u496T2s

14. A Fishy Story

taught
On Monday I dreamed I caught a fish.
duck
It was as big as a bird.
Thursday taught
On Tuesday I dreamed I caught a fish.
It was as big as a cat.
taught
On Wednesday I dreamed I caught a fish.
It was as big as a dog.
taught
On Thursday I dreamed I caught a fish.
It was as big as a man.
taught
On Friday I dreamed I caught a fish.
It was as big as a horse.
On Saturday I dreamed I caught a fish.
It was as big as a whale.
On Sunday I really went fishing.
taught
I caught a little, tiny fish.
Total # of words = 102
Total # of errors = 8
102 – 8 = 94
94/102 = .92
.92 x 100 = 92%