Running Record Lesson Plan

I.

Purpose:
The purpose of this lesson on running records is to keep track of
how students are progressing with their reading fluency and
comprehension throughout the year. By doing running records,
teachers can also set up reading groups or word study terms

depending on what reading level the student falls into.

SOL 2.8: The student will read and demonstrate comprehension of
fictional texts.
o a) Make and confirm predictions.
o b) Relate previous experiences to the main idea.
o c) Ask and answer questions about what is read.
o d) Locate information to answer questions.
o e) Describe characters, setting, and important events in
fiction and poetry.
o f) Identify the problem and solution.
o g) Identify the main idea.
o h) Summarize stories and events with beginning, middle, and
end in the correct sequence.
o i) Draw conclusions based on the text.
o j) Read and reread familiar stories , poems, and passages
with fluency, accuracy, and meaningful expression.

II.

Objectives:
For this lesson, the objectives are for the student to read with
90-97% accuracy and to demonstrate comprehension of the

III.

text through predicting, etc.

Procedure:
To introduce the running record activity to my student, I will
follow the script:
o Today we will be reading a book called Exploring Caves.
While you are reading, I will be taking notes, and after
we are going to answer a few questions together to see
how well you understood the book. Do you have any
questions?

Following the introduction of the activity, I will introduce the

book to the student. To introduce the book I will follow the
script:
o Can you tell me what you already know about caves? Is
there an image on the book cover that tells you
something you dont already know about caves? What kind
of information do you predict you will learn about caves

while reading this book?

While the student is reading the book aloud, I will be using the
100s chart to record and tally errors that the student comes

across while reading the text.

After the student has finished reading the text, I will ask them
a series of questions to measure the students comprehension. I
will also ask the student if their prediction about what they will

learn in the book about caves came true.

After completion of the text I will cover frequent errors with
the student. To review these errors, I will likely have the
student re-read the words to see if they repeat the error, and
if they do I will continue by explaining what the student did
incorrectly while reading the text and how they can correct and

IV.

prevent the error in the future.

Materials:
During this lesson, I will need to provide a book for the student
that I think will fall within their instructional level. In this
case, I brought the book Exploring Caves. I will also need to

V.

bring the 100s chart and the miscue analysis sheet.

Evaluation Part A
To assess the students knowledge from the text, I will ask a
series of comprehension questions:
o What is a cave? What did you learn about caves? Why
are caves important to humans? Why are they important
to animals? What did you learn about people who go

exploring in caves?
I will know that my student met the objectives if they fall
between 90-97% accuracy while reading aloud. They will also be

able to answer all of my comprehension questions correctly and

without any assistance. I will be able to determine fluency
levels while the student is reading by calculating the words per
minute, which for second graders, should be between 60-90
VI.

words per minute.

Evaluation Part B
After completing the 100s chart and miscue analysis, I
determined that my student has met my objectives. The
student scored a 96% accuracy, placing them in the
instructional level. After completion of the text, I analyzed
frequent errors and found that 100% of the miscues were
visual. I also realized my student had been placing an r in many
words where it did not belong. I asked the student to read
aloud the word caves and caverns. Once the student read
these aloud with the same mistake, I covered the entire word
except the first letter and asked them to sound out each
individual letter. After correctly sounding out each letter, I
asked the student to read aloud the full word again. The
student did so without error the second time around. The
student also met my objectives with concern to comprehension.
Each question was answered correctly without aid when asked
to think about what was learned and what happened in the text.
In addition, the student is on target for fluency, scoring 75
words per minute on this particular reading assessment.
After the student completed the assigned reading, they
were scored and received a 96% in the word recognition,
placing her in the instructional reading level. Out of her
errors, 75% were not self correction, and 25% were self
correction. 100% of the errors in her reading were visual,

while 25% were structure and 0% were meaning.

During the lesson, I felt that my strengths were the
introduction and closing of the lesson. After introducing the
text and prompting questions, the student was very excited
to begin reading the text and was very interested in the

topic. Because I asked the student to provide information on

what they already knew about the books topic, there was a
level of comfort and enthusiasm that the student showed
before she began reading. I felt that when closing the
lesson, many of the comprehension questions were
appropriate because the student was able to answer each
question correctly and with accuracy. My weakness during
this lesson was using the 100s chart. This chart is much
more challenging than the standard way of doing running
records, which I have proven to be more accurate at doing. I
found that while filling in the 100s chart there may have
been one or two additional errors that I may have not
recorded because I was trying to catch up with the other

errors.
Next time before beginning this lesson I will provide the
student with more background on the book before
presenting it to them and asking them about their
background knowledge. I will also have more practice with
doing 100s chart, which will hopefully help with recording
errors in the students reading.