Jessica Kardas

EDUC 613
Running Records

Kalia
Roller Skates
By: Stepanie Calmenson
Level: 2 (Kindergarten to Grade 2)
Kalia is a seven year old after school student at Goodman Community Center that I did my first running record with. I am
familiar with Kalia but I do not know her very well. I let her choose a book so that she would feel more comfortable
reading to someone she didnt know very well. I used a blank sheet of paper to record the running record and then
typed up the text following the reading.
The book Kalia chose was Roller Skates. Because the book contained over 300 words I used the first 138 words to
assess. However, Kalia read the entire book so that I would be able to check for comprehension. During the 138 word
Kalia made one error and 3 self-corrections. She read with 99% accuracy, an error rate of 1:138 and a self-correction rate
of 1:1. The error Kalia made was a meaning miscue and all three self-corrections were visual miscues. Overall, Kalia read
Roller Skates at an independent level.
Kalia read at a good pace, not reading too fast or too slow. However, there were very few times in which she altered her
voice to reflect the meaning of the text. Kalia would track her reading by pointing to the words with her finger. She took
appropriate pauses, phrasing with punctuation in the text. When Kalia was finished reading I asked her to retell the
story to me. She was able to give me the main idea and a few specific examples from the book. When asked
comprehension questions about the story she provided answers that fit with the text.
I am not Kalias teacher so I am unaware of reading strategies that she has been exposed to. Because she has several
visual miscues I would practice accuracy using word pairs with Kalias fluency to help build her fluency. An activity that
may benefit Kalia would be circle-a-word. I would create various sentences with visually similar words. Kalia would
circle the visually similar words in each sentence and then practice reading the sentences. Kalia could also write visually
similar words to make-a- sentence. A list of word pairs would be provided. Kalia would need to create a sentence
using both words in the pair. Acting out the story or creating voices for the characters before reading could help Kalia
with varying her voice while reading. I would also review how to read when there is a punctuation mark and/ or a word
written with all capital letters.
Please see Kalias running record on the following page.




Cora
Monster Math School Time
By: Grace Maccarone
Level: 1 (Preschool- Grade 1)
Cora is a six year old after school student at Goodman Community Center. Before asking Cora to read with me I created
a running record of three stories. When given a choice, Cora picked the book Monster Math School Time.
While reading the 119 words within the book, Cora made 5 errors and 1 self-correction. Overall she read with an
accuracy rate of 97%, an error rate of 1:30, and a self-correction rate of 1:6. Coras errors were due to meaning,
structure and visual miscues. Her self-corrections tended to be meaning miscues. Overall, Cora read at an independent
level.
Coras displayed a high fluency rate. She read at a pace that was not to slow or too fast. While phrasing, Cora often put
words together to represent units of language. However, Cora used little variation in her voice to reflex the meaning of
the text. When asked to retell the story of Monster Math School Time Cora seemed to be stuck. I then asked her to tell
me with using the book for visual reminders. This provided Cora a tool that supported her and made her feel
comfortable. When asked again without the book, Cora was able to retell many of the events of Monster Math School
Time.
Again, because I am not Coras classroom teacher, I am unaware of specific reading strategies that she has been exposed
to. Two of her errors were visual. The words she that she replaced (substitution) were similar visually. The two strategies
(circle-a-word and write-a-sentence) used for Kalia may also help Cora when reading. Cora was able to self-correct while
reading by pausing and looking at the pictures for clues. I would ask Cora to take a moment to look at the picture before
she starts reading to give her a clue before she comes to a word she doesnt know. If Cora was a student in my class that
continued to struggle with comprehension, I would ask her to predict what is going to happen and ask her to explain
why as she read a text. As she would reads, she should reflect if her prediction was correct or incorrect and then have
her think about why. The monsters in this story went through the day engaged in different activities. I would ask her
how she felt when she did the activities. Then I would practice different voices that expressed that feeling and read the
story again. Taking turns reading with a teacher or another student who varies his/her voice may encourage Cora to
alter her voice.
Please see Coras running record on the following 2 pages.









Abbott
Biscuit and the Little Pup
By: Alyssa Satin Capucilli
Level: My First (Emergent Reader)
Abbott is a six year old after school at the Goodman Community Center. When given three different books, Abbott chose
Biscuit and the Little Pup.
Out of the 153 words read over the course of the story, Abbott made four errors and no self-corrections. He read with a
97% accuracy rate and a 1:38 error rate (self-corrections N/A). The errors Abbott made were meaning, structure and
visual miscues. Overall Abbott read Biscuit and the Little Pup at an independent level.
Abbott read fast and many times he did not pause to reflect punctuation in the text. I asked him to slow down but he
continued to read at a fast rate. However, there was one instance in which he stopped at the end of the page and took
time to look at the picture. There is also a chance that Abbott could have been stopping to remember what he had
already read. There was little evidence of appropriate phrasing and intonation. However, when I asked him to retell me
what he read and comprehension questions about the story he was able to answer correctly.
Reviewing general punctuation may help Abbott reduce his rate and help him be able to phrase text more appropriately.
I would also go through the specific punctuation that is in the text before reading a story with Abbott. Discussing
characters in the book and creating voices for them before reading may encourage some intonation. Reading the story
as a play or with puppets may also help phrasing and intonation.
Please see Abbotts running record on the following 2 pages.