Running Records Reading Instruction Page 4
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4How can we use Running Records
Figure 1: Example of a Running Record
taken on the Running Record Sheet
to inform our teaching?
We can use the information we gain from Running Records to determine
if students are:
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reading fluently or word-by-word reading
•
resorting to using single phonemes to sound out words
•
not attending to meaning
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ignoring first-letter cues or only using first-letter cues and not
attending to detail in words
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not self-correcting errors
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re-reading
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problem-solving.
Running Records show the emphases and neglects of our classroom
reading programs and help us plan how to use this information to address
students’ needs.
(Taken from Clay, M.M., p 23)
How can we address students’ needs?
At the end of a Running Record, or during classroom reading time, teachers could use some of the following prompts to help students to problem-solve:
To help students use meaning, say:
To help students use structure, say:
To help students use visual information, say:
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Did that make sense?
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Did that sound right?
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Did that look right?
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Look at the picture and think what would
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Can we say it like that?
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What could you try?
make sense.
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Read it again and think what would sound right.
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Do you know a word that starts with
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Read it again and think what would make sense.
those letters?
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You said ____ did that sound right?
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You said ____ did that make sense?
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Do you know a word like that?
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What do you think it could be?
To help students check on themselves
To help students self-correct, say:
To help students cross-check, say:
(self-monitor) say:
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I like the way you found out what was wrong all
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It could be ____ that would make sense, but
by yourself.
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There was a tricky part there – you find it.
look at ____
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You made a mistake on that page (or in that
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Are you right?
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Could it be ____ or ____ or ____ ?
sentence) can you find it?
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You made a mistake there, try that again.
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Check it – does it look right and sound right
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Nothing!!! Allow time for the child to self-correct.
to you?
(Adapted from Clay, M.M. )
For further information
Clay, M.M. 2001, Change over time in children’s literacy development. Heinemann, Portsmouth N.H.
Clay, M.M. 2000, Running Records: for classroom teachers. Heinemann, Auckland.
Fountas, I.C. and Pinnell, G.S. 1996, Guided Reading: good first reading for all children. Heinemann, Portsmouth N.H.
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Running Records Consultative Draft February 2012
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