Analyzing a Running Record

Problem #7 I may be as thin as a stickMeaningVisualStructure

R manytine/tinyHelp Michelle

48For the next activity you are being asked to assume the role of Michelles teacher. Michelle is a second grade student who is working hard to improve her reading skills, however, during the last marking period she has not made substantial improvement. Your job is to review her running record to help pinpoint the cueing system she is neglecting and thereby helping to determine a focus for her instruction.Yes. You are correct

The reader is using visual cues but not meaning or structure.

What are you thinking?

4Are you thinking I didnt understand that at all? Well dont feel bad unless youre an expert in abstract physics I wasnt expecting you to. However I did want you to start consciously thinking about meaning. As proficient readers we are able to unconsciously use cueing systems to help us make meaning from written texts.Three Cueing SystemsMeaningStructureVisual

5The three cueing systems we use to make meaning from written texts are Meaning, structure, and visual cues. When we use meaning we are thinking does this make sense? When we use structure we ask ourselves if what weve read sounds right. The visual cueing system helps us determine if what weve read matches the sounds represented by the letters on the page. Were unconsciously thinking does this look right? When a reader is struggling they are usually having trouble using the cueing systems effectively.

+=Does Not

Consider an Analogy:

Reading can be like making a great soup.6A chef and fresh vegetables doesnt automatically equal great soup.

Does it need to simmer longer? Should I add more spices? Or broth?

7A good chef knows that he has check his soup. He has to ask himself does this taste right? Do I need to add a little more spice, should I simmer it a bit longer?Combined just right

8If the chef tastes his creation from time to time hell use his ingredients effectively and simmer it the appropriate amount of time. With the right combination of skill, ingredients and time our chef will end up with a great soup.

++ Does it make sense? + Does it sound right? + Does it look right?=Reading

9Similarly when a reader effectively and flexibly uses the meaning, structure and visual cueing systems he is able to create meaning from written text. Taking these ideas into consideration please take a few moments to read the following slides about running records.What is a Running Record?A running record is an assessment tool used to pinpoint which cueing systems a struggling reader is neglecting while reading.

Taking a Running RecordThe child reads a book or passage aloud.The teacher uses a coding system of marking conventions to record the students words and actions while reading.Afterwards the teacher analyzes the running record for types of errors or miscues.Miscues and Self-Corrections are labeled Meaning, Visual, or Structure.What is considered an error?The student substitutes another word for a word in the textThe student omits a wordThe student inserts a wordThe student has to be told a word by the person administering the running record

What is a Self-Correction?A self-correction is when a student has made an error but then fixed the error by reading it correctly.13

Click on the link below to view the marking conventions for running records.http://www.msu.edu/~jonesreb/MarkingConven.doc

Marking Conventions14This slide explains the marking conventions used when taking a running record. Please review the conventions as they will help you understand the readers behaviors.

Cueing System ReviewMeaning (M) Does it make sense?Meaning is part of the cueing system in which the child takes his or her cue to make sense of text by thinking about the story background, information from pictures, or the meaning of a sentence. These cues assist in the reading of a word or phrase.Structure (S) Does it sound right?Structure refers to the structure of language and is often referred to as syntax. Implicit knowledge of structure helps the reader know if what he or she reads sounds correct.Visual (V) Does it look right?Visual information is related to the look of the letter in a word and the word itself. A reader uses visual information when he or she studies the beginning sound, word length, familiar word chunks, etc.

Example Problem #1The dog ran beyond the shed.

What cueing system is the student using?M: Does it make sense? (Yes)S: Does it sound right? (No)V: Does it look right? (Sort of)runned

16In this example the student read the sentence as follows: The dog runned beyond the shed. The check marks indicate where the reader decoded a word correctly. Where a word, letter, or group of letters is noted in red above the sentence the student has made an error in decoding. In this example the student read ran as runned. In order to analyze the error its important to remember that we are trying to pinpoint the cueing system or systems that the student is using and we only read up to the point of error and not beyond. Reading beyond the error will skew the analysis. When analyzing an error we have to ask ourselves three questions: Does the phrase make sense so far? Does the phrase sound grammatically correct so far? Is the reader using visual cues to decode? In this example the reader is using meaning and some visual cues to try to decode the unknown the word. Although the sentence doesnt sound grammatically correct its intended meaning is correct. The reader has also used the R and N as visual cues. Just a small note, this type of error is not a common occurrence. Most often a reader will use visual cues alone and neglect both meaning and structure or use both meaning and structure and neglect visual cues.Example Problem #2The dog ran beyond the shed.

What cueing system is the student using?M: Does it make sense? (Yes)S: Does it sound right? (Yes)V: Does it look right? (No)

behind

17In this example the sentence is read: The dog ran behind the shed. The reader replaced beyond with behind. When reading up to the point of error, The dog ran behind, the phrase makes sense and is structurally sound. Therefore although the reader is using some visual cues this is the only cueing system that is not being used effectively.Example Problem #3The dog ran beyond the shed.

What cueing system is the student using?M: Does it make sense? (No)S: Does it sound right? (No)V: Does it look right? (Yes)

began

18In this example the sentence is read as follows: The dog ran began the shed. The word beyond is replaced with began. If you read up to the point of error, The dog ran began the phrase doesnt make sense nor is it structurally sound. The only cueing system the reader is using is visual cues. You might be thinking to yourself that this is very subjective and open to different interpretations. And you are right. However, the more you use the system the better and more consistent you become in your analysis. Dont be disappointed if you have difficulty with the following practice problems, this is a skill that takes time and practice to master.Please RememberWhen analyzing a miscue, use only the text up to the point of error to determine which cueing systems are being used. Anything beyond the miscue is information that will skew your analysis.

19The next few slides will ask you to determine which cueing system(s) the reader is using to try to decode the unknown word. Although analysis of a running record is usually done after the child has read the entire passage, you can click on the speaker icon to hear the child reading. Please choose the cueing system you believe the reader is using.Problem #1 I need someone to measure how far I can jump.MeaningVisualStructuremakesurefast

20For this problem try to determine the cueing system(s) the reader is using for the first error only. Please keep in mind that a reader may be using more than one cueing system at a time.Yes. You are correct The reader is using meaning up to this point. Please note that the phrase is also structurally sound. The reader is neglecting visual cues.InstructionsGo to the following website to print out Michelles running record. http://www.msu.edu/~jonesreb/TigerPrint1.doc

Instructions ContinuedNotice the letters M S V on the right hand side of the paper. These letters stand for Meaning, Structure, and Visual.On an actual running record the user records the cueing systems that the reader is using to decode an unknown word.The student may be using one or more cueing systems to decode.The cueing systems being used are recorded by circling the appropriate letter: M S or V Instructions ContinuedRemember that any error marked with SC is not considered an error. The student has self-corrected themselves therefore it is not analyzed as an error.While listening to Michelle read, it is your task to analyze the cueing systems that she is using to try to decode unknown words. Often the reader uses more than one cueing system at a time. Good luck! Tigers Whirlwind DayBut Dad ! said Karla, You know

Tiger is not a tiger at all. Hes

really a scaredy cat. Please let me

go out and find him. I cant let him

stay out in this storm!

outHas

Stay right here! Dad said firmly.

Its not safe for you to go out!

Well have to wait for the storm to

pass. Cats are pretty good at taking

care of themselves. But I have to

go! insisted Karla.

probly goneSt- SCinstead

She looked in Dads eyes and knew

he meant what he said. Karla could

feel the tears begin to well up in her

eyes. She felt awful. The house

seemed very empty without Tiger.

Come sit here with us, said Mom. n- SCtors beginning - SCRunfulem-pa-ty

We can sing some songs or tell

stories until the storm lets up. I

wish the storm would go away NOW!

said Karla in an angry voice. And I

dont feel like telling any stories.

You SCwatchedengorydidnt

Come on. Come sit down, Dad

said. Im sure Tiger will find a place

to hide.

Check YourselfPlease go to the following link to check your analysis.http://www.msu.edu/~jonesreb/TigerCheck.doc

57Please take a few moments to review your analysis. If an analysis does not match the form take some time to consider why your analysis might differ.Review the AnalysisNote how many errors were made throughout the entire running record.Tally how many times each of the cueing systems was neglected.Decide which cueing system will be your main focus of instruction for Michelle.

Check YourselfThere were 12 total errors or miscues.Out of 12 errors Michelle neglected to use visual cues 8 times.She also neglected to use meaning and structure 4 times.Since most of Michelles errors occurred because she neglected visual cues, the visual cueing system would be the main instructional focus. Additional InformationPlease remember that this is only one piece of information to use in directing instruction. We should always consider additional information as well.A running record can also help pinpoint a students reading level and self-correction rate.Also our professional experience and knowledge of a child are invaluable pieces of the puzzle.Final SurveyPlease take a few moments of your time to complete the closing survey found at http://www.msu.edu/~jonesreb/RunningRecordSurvey.docThis survey will help me improve the effectiveness of this instructional module.Follow the link to the survey, then make and save a copy of the survey to fill in.Please email me an attached copy of your survey to beckylcole@prodigy.net

61Well done. Thank you for your time. I hope youve found this experience to be helpful. Please take a few more moments of your valuable time to complete the closing survey. It will help me improve the module for future use.