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Let's review! Consider the errors
made by the reader below.
Child Reads:The man on the boat
wants to see a white.
Text Reads: The man on the sailboat
wants to see a whale.
Use the Process:
- Examine the error and compare it to the actual text. (In the first
error the child read boat instead of sailboat.)
- Identify the available information that the reader is using. (The
word boat matched the picture. It made sense to the reader. The word
boat made the sentence sound right so far to the reader.)
- Determine which cueing system(s) the identified information belongs
to. (The reader used meaning and structure to make the first error.)
Repeat the process with the second error:
- Examine the error and compare it to the actual text. (In the second
error the child read white instead of whale.)
- Identify the available information that the reader is using. (The
reader is probably using the beginning and ending letters on the word
whale to make the error. The reader may also be using the length and
shape of the word whale.)
- Determine which cueing system(s) the identified information belongs
to. (The word white may have made sense and sounded right at the point
of error but it would have stopped making sense and sounding right as
soon as the student came to the period. You will have to use your best
judgment here. Most likely, the reader was only using using visual cues.
When the cues used are ambiguous, it helps to know the reader's general
pattern of responding. We will talk more about this in the next section
of the lesson.)
Assignment:
How will you use your new knowledge? Think of three situations specific
to you in which a running record analysis would be helpful. E-mail your
ideas to your 
e-mail partner.
Congratulations! The hardest part of the lesson is over.
You have a great start on becoming a running record expert. You will become
more confident and more observant each time you practice.
Remember, the running record analysis is the lens that gives the observer
(you) meaningful insight into the process that a reader is using. If the
processes used by the reader are known, appropriate instructional activities
that will help the reader improve can be chosen more effectively. And
that is exactly what we are going to do next. Go to
Summarizing the Running Record and Choosing Instructional
Strategies.
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Save the running records to a word processing
file in .rtf. format.
- Identify the cueing systems used to make errors and self-corrections
and record M,S,or/and V in the appropriate spaces.
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E-mail your analyses to your partner and to
me.
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Compare you analyses with your partner's and
with the on-line versions. Write a brief reflection of the analysis
process for each story. Justify any differences in opinion,
and e-mail your write-up to me.
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Think of three ways that you will use running
records and e-mail them to your partner.
Some Uses of Running Records:
- Lesson Plans
- Student Conferences
- Parent Conferences
- Portfolios
- Choosing Book Levels
- Grouping Students
- Guidance Meeting
Next Step:
Go to the next section:
Summarizing the Analysis and Choosing Instructional
Strategies
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