I am wondering why the reader doesn't read at a rate that is more like our average readers. One of the biggest challenges of doing running records is trying to keep up with the student. I would really like to see how other teachers actually manage to do this. I often have to ask them to stop so that I can make notes and catch up.
for the second running record example, the total ratio should read 5:3 (5 errors, 3 self corrections). You missed a SC that you marked on the first page. So then, it would be 8/3 = 2.6 and this rounded up is 3. So, the final SC ratio would then be 1:3 not 1:4.
What if a child reads a word wrong by putting two incorrect words in place of the one correct word. For example, if they had the read "The boy went to a counselor" but they said " The boy went to a concert hall." Is that marked as two errors because they said two incorrect words for one word?
My kids read way to fast to write and check as I go alone like this. Nor are their long pauses from students as the teacher writes as demonstrated in this video when the student read "Ernest". This is not a realistic example of how to do this. It never happens like this in real life for kids capable of reading this level of book. I'd love to see a realistic and practical example if possible.
I was thinking the same. It's always hard for me to keep up with all the markings when students read fluently. I am thinking I could try to voice record the students while they read and fill out the running record later.
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So clear and informative! Thank you for doing this!
I thought this video was very informative and helpful. Thanks for taking the time out to post this.
Thank you for posting this helpful video.
Great video for review through modeling.
I am wondering why the reader doesn't read at a rate that is more like our average readers. One of the biggest challenges of doing running records is trying to keep up with the student. I would really like to see how other teachers actually manage to do this. I often have to ask them to stop so that I can make notes and catch up.
for the second running record example, the total ratio should read 5:3 (5 errors, 3 self corrections). You missed a SC that you marked on the first page. So then, it would be 8/3 = 2.6 and this rounded up is 3. So, the final SC ratio would then be 1:3 not 1:4.
There were only 2 errors total. If was written on the 1st page and then written again on the 2nd page.
I just realized that the Fountas Pinnel accuracy rate is different than Marie Clay's. 5 errors by Marie Clay would be 92%, not 98%
What if a child reads a word wrong by putting two incorrect words in place of the one correct word. For example, if they had the read "The boy went to a counselor" but they said " The boy went to a concert hall." Is that marked as two errors because they said two incorrect words for one word?
Aren't the self corrections 5?
Nice
My kids read way to fast to write and check as I go alone like this. Nor are their long pauses from students as the teacher writes as demonstrated in this video when the student read "Ernest". This is not a realistic example of how to do this. It never happens like this in real life for kids capable of reading this level of book. I'd love to see a realistic and practical example if possible.
I was thinking the same. It's always hard for me to keep up with all the markings when students read fluently. I am thinking I could try to voice record the students while they read and fill out the running record later.
Can someone please help me..... I have to fill a running record for the observation I hv to do based on the child's behavior