RVS Running Record Level A - B Name: _________________________ Date: _________________________ Text Title: __________________________ Level: ________

95–100% Independent _____ 90–95% Instructional _____ Below 90% Hard _____ M – Does it make sense? S – Does it sound right? V – Does it look right?

Grade: ________

Assessed by: _______________________ Strategies Used

Reading Behaviours

Pg

Running Record

E

SC

E M-S-V

SC M-S-V

Concepts of print (front of book, left to right, right side up, difference between pictures and print) Beginning to match word by word Uses illustrations as a source of information (predicting what makes sense) Controlling left to right movement and return sweep Remembering and using language patterns Noticing some features of letters and words

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell., and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas. Compiled by J. Moen and M. Flockhart

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Strategies Used

Reading Behaviours

Pg

Running Record

E

SC

E MSV

SC MSV

Total Accuracy Rate

1.

2.

–



=



*Score ÷ Running Words X 100 = % Accuracy Rate

Self-Correction Ratio Fluency Score

Next steps for instruction:

Running Words – Total Errors = *Score

Fluency Scoring Key

÷



X 100

=

%

(E + SC) ÷ SC = 1: ____

0

1

2

3

0

Reads primarily word-by-word with occasional but infrequent or inappropriate phrasing; no smooth or expressive interpretation, irregular pausing, and no attention to author’s meaning or punctuation; no stress or inappropriate stress and slow rate.

1

Reads primarily in two-word phrases with some three- and four-word groups and some word-by-word reading; almost no smooth, expressive interpretation or pausing guided by author’s meaning and punctuation; almost no stress or inappropriate stress, with slow rate most of the time.

2

Reads primarily in three- or four-word phrase groups; some smooth, expressive interpretation and pausing guided by author’s meaning and punctuation; mostly appropriate stress and rate with some slowdowns.

3

Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive interpretation and pausing guided by author’s meaning and punctuation; appropriate stress and rate with only a few slowdowns.

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RVS Comprehension Retell Comprehension Conversation Have a conversation with the student, noting the key understandings the student expresses. Use prompts as needed to stimulate discussion of understanding the student does not express. Include both literal and inferential and score for evidence of all understandings expressed – with or without a prompt. Highlight the prompts used if needed. Circle the number in the score column that reflects the level of understanding demonstrated.

Comprehension Scoring Key

Teacher: Fiction: Can you tell me the story in your own words? Non Fiction: Talk about what you learned in this book. Retell – Within the Text

0

Reflects no understanding of the text.

1

Reflects limited or inaccurate understanding of the text.

2

Reflects acceptable (partial) understanding of the text. Includes important information and ideas but neglects other key understandings.

3

Reflects detailed (complete) understanding of the text. Includes almost all important information and main ideas.

Literal Prompts if Needed What happened at the beginning?

Score 0

1

2

3

0

1

2

3

What happened next? Can you tell me more? What happened at the end? Other literal non-leading prompts based on the story

(You may want to record the number of prompts used)

Beyond the Text

Inferential Prompts Does this remind you of something? What might happen next? At this point in the story, what do you imagine the character might be feeling and why? Other inferential prompts based on the story: i.e. Why do you think….? What are the main things you learned about…?

Guide for Total Score 6-7 Excellent Comprehension 5 Satisfactory Comprehension 4 Limited Comprehension 0-3 Unsatisfactory Comprehension

Total Score

Adapted from - Columbia University; Teacher’s College Reading and Writing Project 2014; Fountas & Pinnell: Leveled Literacy Intervention, 2013

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Next steps for instruction:

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