Running Record Training Script

http://resources.fountasandpinnell.com
Use the user name and password associated with one of the building kits

Training Session Folder Contents:

 Three copies of “Not Too Cold for a Polar Bear” (Pink, ivory, purple if possible)
 The Three Reading Cueing Systems/Analyzing Cueing Systems (white paper-
front and back)
 Coding and Scoring Errors-at-a-Glance (white paper – front and back)
 Assessing Fluency and Phrasing Six Dimensions Fluency Rubric (white paper-
the chart only, not the back

History of Running Records

 Marie Clay is the Mother of Reading Recovery. Was looking for a way to assess
her students. Developed a coding system. Child read and Marie sat beside and
used her coding system to make note of miscues. She would assess and then run
over to the next reader and hence, the term Running Records was coined. As the
years went on, teachers and publishers started creating scripts that could be used
for running records
 Explain that readers use three cueing systems to make meaning from text. Show
slide and briefly explain. Have them reference their own handout on the three
cueing systems.
 Today, we are going to go over the coding system. There are many different
coding systems out there. York City will use the same codes (F & P). We will go
over each of the codes and then go into the instructional analysis.

Consolidation #1
Introduce new miscues:
✔ accurate reading
(use the ✔ when you are on the run and don’t have a script, don’t get hung up using all
the ✔, they might slow you down).
R R2 R3 R4 repetition, with arrow back to start of the repeated phrase
Woman substitution
Girl

Complete Activity: Consolidation #1 (pink packet: Not Too Cold for a Polar Bear) The
participants complete the pink RR while listening to the reader. Complete page 1 and
page 2 readings. <pause video> Turn and talk to partner and check & compare miscue
codes.

Continue video to show correct coding of for substitutions

Check responses for repetitions

Note: There is a typo on the presentation material “found”.

Consolidation #2
Introduce new miscues:
woman│SC self-correction - reader makes a mistake, but self-corrects
girl
The reader truly made an error and corrected it. This is different from sounding it out,
struggling with the word and then getting it. That is correct.
Circle the skipped punctuation marks. [not from F&P]
Add phrase boundaries ／where the student pauses. [not from F&P]

Complete Activity: Consolidation #2 (ivory packet: Not Too Cold for a Polar Bear)
The participants write Elliot’s name at the top of the ivory packet.

Reference the Six Dimensions Fluency Rubric, and mention the idea that a note about
fluency is helpful, but quantitative measures are more helpful. Instruct the teachers to
comment referencing the Six Dimensions Fluency Rubric when finished - give the child a
score for each of the 6 Dimensions Fluency Rubric (F & P).

✔ accurate reading
R R2 R3 R4 repeating words
Arrow back to start of the repeated phrase
woman substitution
girl
woman│SC self-correction - reader makes a mistake and self-corrects.
girl
Circle the skipped punctuation marks.

The participants complete the ivory RR while listening to the reader. Complete page 1,
page 2, and page 3 readings. <pause video> Prompt the teachers to make a note about
fluency using the rubric. Turn and talk to partner and check & compare miscue codes.

After turn and talk go back to the DVD to check answers.

Presenter asks participants to use their fingers to show their scores for each of the 6
dimensions of fluency. Discuss the results.

Consolidation #3
Introduce new miscues:
Omissions and Insertions
- omission (in this example the text said girl and the child said nothing.)
girl
Λ insertion

Complete Activity - Consolidation #3 (purple packet: Not Too Cold for a Polar Bear)
The participants write Madeline’s name at the top of the purple packet.
✔ accurate reading
R R2 R3 R4 repeating words; arrow back to start of the repeated phrase
woman substitution
girl
woman│SC self-correction - reader makes a mistake and self-corrects.
girl
Circle the skipped punctuation marks.

Add comments and reference the Six Dimensions Fluency Rubric

The participants complete the purple RR while listening to the reader. Complete page 1,
page 2, and page 3 readings. <pause video> Prompt the teachers to make a note about
fluency using the rubric. Turn and talk to partner and check & compare miscue codes.

After turn and talk go back to the DVD to check answers.

Presenter asks participants to use their fingers to show their scores for each of the 6
dimensions of fluency. Discuss the results.

Appeals and Tolds (Reference the chart called Coding and Scoring Errors At-a-Glance)
Appeals - child seeks help from the teacher. The first time the teacher offers a strategy
prompt “You try it”.

A Child looks to teacher through appeal

Girl
A Child looks to teacher and teacher says “you try”
Girl│y
A Child looks to teacher and teacher says “you try” and then teacher tells the
answer
girl│y│T
A Child appeals to teacher says “you try” and then teacher tells the answer and self-
corrects
girl│y│T SC

Coding & Finding Instructional Range

ERRORS NO ERROR
Substitutions: Accurate reading
 Multiple attempts = 1 error Self-correction
 Contractions = 1 error Repetition
 Multiple errors of the same word = count as 1 error each time, Rereading
EXCEPT for proper nouns Appeal (without
Self-Correction = 1 error Told)
Insertion = 1 error
Omission:
 1 error per word
 1 error per word on a skipped line
Told = 1 error
Spelling Aloud/Sounding Out without say the correct word = 1 error
For Elliott’s RR, calculate errors and total at the bottom of each page. Calculate Total (9-
10 errors)
Check accuracy rate
98+% independent
95-97% instructional
94-% frustrational

For Madeline’s RR, calculate errors and total at the bottom of each page.

To do by hand:
(total number of words - # errors) / # words = level

Find a 100 word excerpt

107 total words - 3 errors - 104
104/107 = 97%