Reflection on Running Record

My experience using running records has been a wonderful one. I have never used it before and at first I was confused about what to do, what it's purpose was, and how to go about doing it. However, after learning about it and practicing how to do some, I've learned that it's an effective and accurate way to assess students' fluency levels.

The first running record I gave was on a pre-recorded reading. I found it pretty hard to catch every nuance and I had to keep on checking myself and resources. I did find it pretty cool the way the student actually did the things (i.e. errors) we learned about!

The next running records were on students. Here, I was more adept at listening to them and recording at the same time. Again, I was amazed at how much I gleaned about the student from one running record alone. I learned, besides for their level, what techniques they use, how they deal with difficult words and how well they understand the text.  Running records give so much insight into a child's reading.

I think running records should be used by all teachers. As a teacher, I would ensure that all students are assessed at the beginning of the year so that they can be addressed accordingly. Based on this, I would form literary groups and leveled reading.

In all, running records have given me a fresh way to analyze my students' fluency levels. It's consistency as well as accuracy and easiness to record make it an ideal tool for all teachers.