Running Record Student A 3rd Grade

Student A read Glassmaking from the DIBBLES assessment book for Level 3 readers.

Read: 100 words in 2 minutes and 3 seconds Words per Minute: 48.78 words per minute

Errors: 6 Self-Corrected: 4

Accuracy: 94% Self-Corrected Rate: 1:2.5

Reading Level: Instructional

Errors: word said/word on paper

said/sending - sc

grain/Gran made no attempt

ga (short a) zing/gazing used letter/sound knowledge, tried again

pieced/piece made no attempt

vasing then va (short a)/vases used letter/sound knowledge, tried again

sh/she used letter/sound knowledge, went to next word

missdid/missed made no attempt

stardid/started sc

sh/she sc

schooled then stop did/stopped sc

Standards:

There are a ton of standards for reading in third grade. I looked through them all and pulled a few that I
think would be helpful to work on for Student A

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)
i. Identify and know the meaning of the most common prefixes and derivational suffixes.
(CCSS: RF.3.3a)
ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b)
iii. Decode multisyllable words. (CCSS: RF.3.3c)
iv. Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d)

e. Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation

What to work on
I choose those standards because Student A seems to have trouble when the verbs change tenses or
become plural. He missed sending, gazing, vases, piece, missed, started, stopped which make
up 7 of the 10 words that he said wrong at first without taking not of self-correction. The other words he
missed were she twice and Gran a name which he may not have come across before. In most of the
misses he tried to correct himself using letter/sound knowledge. The first standard above is about being
able to decode words through the use of common prefixes and suffixes. He needs help with ing and
ed as well as plurals.

I choose the e standard read grade level text accurately and fluently because his reading 49 words per
minute when grade level is 75. He is reading with 94% accuracy, so the text is not too hard for him. With
practice he should be able to speed things up a bit. I would continue working with him on approaching
grade level books in order to get his speed up before adding in tougher words that need more decoding.

Reflection

Student A did as well as he did when taking the DIBBLES. He was given another text than the one that
we read together. He took his time with the words and was able to sound out a few when he needed to
decode. He felt good about his reading skills and was able to accurately tell me about the story that he
read. Student A is an ELL student. I think that some of the tense issues that arise come from his language
background. With practice, he should get his words per minute up and his errors down.

I am really looking forward to working with Student A in my break out group. I hope to test him again
with this same story a few months from now and be able to show exactly how much stronger his reading
is.