A deep analysis of a student’s running record is an effective and critical habit literacy teachers engage in on a daily basis in order to understand each of their student’s literacy development and target next teaching moves. Teachers value the essence of capturing evidence while a student orally reads an instructional-leveled book so that they can understand their student’s reading process and identify reading strategies the student is neglecting. They value the reading process and how it contributes to increasing literacy understanding. Reflect for a minute on the key questions you use when viewing and analyzing a student’s running record.
The following are good questions to ask when involved in a deep analysis of a running record:
- Is the child monitoring and detecting errors?
- How is the child monitoring and detecting errors?
- Is the child searching and problem-solving information?
- How is the child searching and problem-solving information?
- Is the child self-correcting?
- How is the child self-correcting?
Consistently asking the above questions when analyzing running records will direct and target reading instruction; thus, improving a student’s literacy knowledge. As a student increases his literacy knowledge, the teacher continues to analyze the student’s running records. Each time a running record is analyzed, the teacher develops ways to provide learning opportunities that will continue to help the child grow over time as a reader. The key is to go beyond the numbers that are recorded on the running record, and hone your reflective skills in asking those questions that will move your student towards becoming a proficient reader. Forming good habits to reflect on student’s growth will surely benefit the students you teach.
For a more in-depth understanding of the strategies to look for as you answer the above questions, follow this link.