V.

Sandoval

FIELD EXPERIENCE RUNNING RECORD

Unit 3 Assignment 3
FIELD EXPERIENCE RUNNING RECORD
Veronica Sandoval
National University

This paper was prepared for

TED 621B Reading/Language Arts Methods
Professor Barbara Wong
July 26, 2015

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FIELD EXPERIENCE RUNNING RECORD

Abstract
A running record is a form of assessment which allows a teacher to identify the reading strategies and
information about students self-monitoring, accuracy and error rate. It also help teachers to measure a
students progress and plan for future instruction. This paper contains a report of a Running record done
to Cassandra a 9 year old, 3rd grade student. The Running record was analyzed to determine which cues
this student is using for each miscue and self-correction. Followed by a course of action to help improve
Cassandras reading.

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FIELD EXPERIENCE RUNNING RECORD

A running record has two major purposes: to determine whether students reading

materials are on the proper level and to obtain information about the word recognition process
students are using.(Gunning 2013 pg.74)
A Running record has been done to Cassandra, a 3rd grade students who is 9 years old.
The book I choose was Dont Be Afraid Amanda by Lilian More. This is a book that Casandra
has not previously read. The level of the text is a P level or 3.6. Carnine et al. (1990) states that
many students will not become successful readers unless teachers identify the essential reading
skills, find out what skills students lack and teach those skills directly. (As cited in Gunning
2013 pg. 7). This assessment has been done to obtain information on how this student applies
reading strategies. Cassandras instructional level is late third grade, beginning fourth grade. This
determination has been made in reflection of the miscue reading analysis resulting on an error
ratio of 1:16. She has 6 miscue errors, and read 100 running words. (Formula E=6, RW=100
Ratio 6/100, ratio: 1:16) This error rate of 1:16 has been converted into a percent ratio of 94%.
This percentage reveals that the books selected at the same level are appropriate for guided or
instructional reading. The student is in the instruction level in which she needs the teachers help
either because the material contains many unknown words or concepts. Some of her strengths
could be that she applies most of the syntax and graphophonics cues, she knows initial sounds
and blends, does some self-correction but needs to apply it more often. However, Casandras
miscues reveal that she is relying mainly on visuals or sound letter/symbol cues, in addition to
information from the structure of the sentence, but she is not checking for meaning. For example
in the word waited she read wanted, and munch for much. She does not return to the phrase or
sentence to reread and see if she is correct or if it makes sense. For instance the text said replied

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and she read repeal the substitution sounded and looked right but it did not make sense, same
with thought and through and commuting for community. She also needs to work on medial
sounds for example the text said vegetable, she read vegeble.
Some readers concentrate on decoding of words that they lose the meaning. Her selfcorrection score was 1-7 this means she did one self-correction to every six errors. For this
reason, Cassandra needs strategies for self-monitoring and self-correcting to find meaning. At the
end of the Recording record I asked Casandra to retell the story. Casandra was able to understand
the main problem of the story, but gave no introduction to the story. She supplied some
information but needs to give more details in her retelling. She had a little trouble analyzing
unknown words, which resulted in loss of meaning.
According to Cassandras needs, I recommend the following course of instruction:
1. As we know semantic cues derive from past experiences, this means the student will
apply previous knowledge and use discussion to elicit information about word meanings,
this could be done through pair or shared reading. High frequency word review will also
be helpful, I noticed some of the words in the reading such as thought and through are
high frequency words she should already be familiar with, since these words are in her
grade level.
2. Introduce new vocabulary modeling strategy with think alouds.
3. Review decoding strategies especially for blending sounds. Good readers pay attention to
all the letters in each word. For example through rhyming patterns or finding
recognizable chunks making sure that the student understand the strategy she used to

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decode a word. Strategies for word attack: break into syllables and sound out or
reread/read and decide what would make sense.
4. Because it is important that readers understand what they are reading, it is necessary to
use self-monitoring strategies. Making sure students Cross Check asking themselves
Does this make sense does it sound right? Reread and try again, skip read and go back.
When reading a familiar text, using known words it is necessary to monitor what is being
read, the identification and self-correction of miscues, and the use of beginning syllables
and analogies to solve unknown words. The teacher should model the use of selfmonitoring strategies
As we mention earlier, a Running record is an assessment that provides a teacher
with important information regarding the strategies a student applies when they try to
decode a word. This is a complex and challenging task that requires a lot of practice. I
look forward to learn and practice all that I can to provide the necessary support for my
future students.

Reference
Gunning, T. G. (2013). Creating literacy instruction for all students. Boston: Pearson. Eight
Edition
Cunningham P. (2013) Phonics they Use Words for Reading and Writing, Pearson 6th Edition