Running Records

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Last August, the Leadership Team identified that taking Running Records would be a highly effective action to support our Scorecoard Goals for reading.  While we all have given many, many running records as part of our BAS/F&P assessment (and going back to DRA for us oldies!) -  running records are also a proven way to progress monitor your students on a regular basis during your guided reading time.

Jenna met with our Leadership Team last week, and teachers will be receiving an overview from their leadership rep on the purpose and process of giving a running record on the fly.  As defined by Marie Clay (1993), a running record is an assessment tool which provides an insight into a student's reading as it is happening.  It provides information on the following:

• a score of word reading accuracy
• an analysis of reader's errors and self-corrections
• an analysis of reading strategies used
• and in addition to the obvious use for decoding/accuracy, it can also serve as a quick comprehension check.

The Leadership Team had a discussion about the type of read - whicher it's a cold read (first time seeing the text), or a warm ready (after a day of instruction and practice).  Fountas and Pinnell, as well as Jan Richardson, promote a warm read.  While this may challenge some of our thinking (me!), there is a convincing reason to do the running record on a text the child has seen.  A warm read provides the opportunity to observe how much instruction the child is retaining AND applying, after an overview of the text, typically on Day 2.  While this isn't complettely at independence, it is an intentional check on if the child is internalizing previous instruction.

Once completed, the running record can give you information about the strategies your student can apply consistently, trends in the types of errors made, fluency, and a literal comprehension check in.  This information can then inform any changes you need to make in instruction, word work, and/or guided reading group placement or level.  A reminder of the expectations for running records:  All teachers will utilize running records to assess student decoding skills and determine next steps; K-1 = at/below grade level every 2 weeks and 2-5 = below grade level every 2 weeks. (FPC component) This expectation is for at/below (K-1) or below (2-5), and the suggested frequency is one student during your guided reading lesson, for 2-3 minutes. The running record forms (including comprehension checks) are avilable for the F&P guided reading books. Lori H. is available to model and/or observe if you're having trouble getting it to fit in (and feel natural).

As mentioned, your Leadership Team rep will be touching base with you about running records this week, but here are some links to related information if you want to "read ahead"!

• Running Record Overview: Slide Presentation link (from Jenna)
• MSV poster link - for analysis of errors (What is secure? What needs more time?)
• RR forms Links
• What is a Warm Read?
• Difference between cold, warm, and hot reads

Please see your Leadership Team rep, Lori H., me, or Jenna if you have any questions!  The Leadership Team is excited about the power and potential of this tool for helping students make progress in their guided reading instruction.

Thank you for your continued commitment to the growth of Willow River students!
Sue