Reflection on Running Records

Before taking this course, I had never done or even heard of a running record. When I began to research, and see examples of running records I first thought that it was a tedious method of assessment. It seemed really time consuming and complicated. The errors and examples that were given in the samples seemed far-fetched. However, that all changed when I did my first running record. The examples of errors are right on target, once you familiarize yourself with the jargon and symbols it’s not hard to follow at all. And, best of all, it provides you with a crystal-clear analysis and assessment of where the students are holding in all areas. It clarifies if the text was too hard and so on. In all, I find running records to be an outstanding assessment for all students.

My first running record was a practice one, off a recording of a student reading the text. I’ll admit, it was very hard to follow along at first, which is why I was so glad to was a recording so I could pause and go back when needed. However, after listening a few times, I managed to keep up. The methods and miscue analysis took some getting used to but once I caught on, it made so much sense!

The next two running records were on students and it proved to be an enlightening experience. I could go much faster this time around and I got a good grasp of the student’s strengths and weaknesses. Additionally, the comprehension and retelling rubric lends much insight into how much the students really understood of what they read.

Running records have taught me what to look out for in a good reader. I’ve realized that sounding out the words is important but it’s also important to keep the flow, understand what you’re reading, be able to figure out difficult words based on different techniques, and realize the structure of the sentences. Additionally, running records taught how important it is to assess readers so as to be able to address their weaknesses and build on their strengths. In a large classroom, there will inevitable be students on all different reading levels. That’s why it’s so important to keep a clear record of all student’s abilities so as not to short change anyone.

My experiences with running records will affect the way I will run my classroom. Firstly, I now realize that it’s crucial that all students be evaluated and assessed in the beginning of the year to see where to go from there. Additionally, I now see the pros pf dividing the class into reading groups based on reading levels. This is so that all the students can be instructed based on what they need. Finally, one last thing I have learned that can be applied to all areas, is how to minimize teacher intervention. When I began giving running records, I was so tempted to tell the student “repeat that word” or “maybe read that line again”. But, I had to keep quiet. Then I realized that by allowing our students to make their own mistakes and then find the answers/solution we are helping them learn in a way that will stay with them forever.