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APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
Jodie the Juggler Band: Green
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
11 “Boys,” said Asif’s dad, “go outside and play football.” Jodie didn’t want to play football. He wanted to juggle.
12 Jodie went back down to his own flat. Mum was in the kitchen making a cake. “No juggling!” said Mum, as Jodie picked up three eggs. But it was too late.
13 “The eggs broke!
14 “Jodie,” sighed Mum, “we’re going to the park to play football NOW!” Mum carried the football. Jodie wanted to juggle.
15 Dom, Sue and Ash were in the park. They ran over to Jodie. “Can we borrow your football?” they asked. “Yes,” said Jodie. “I don’t like football. (100 words)
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
Morris Plays Hide and Seek Band: Orange
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
5 “Let’s play hide and seek!” said his big sister Rose. “Yes!” said his little brother Tom. “Must I?” asked Morris. “Yes,” said his mother.
6 Rose and Tom went off to hide. Morris sat by his bowl and waited for his kitty biscuits.
7 “Morris,” said his mother, “go and look for Tom and Rose.” “Must I?” asked Morris. “YES!” said his mother.
8 Morris found Tom behind the curtain. He found Rose under a chair.
9 “Can I have my kitty biscuits now?” Morris asked. “No,” said his mother. “Go and play!”
10 Rose shut her eyes and began to count. Tom hid under (100 words) a cushion.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
Good Fun Farm Band: Turquoise
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
4 One day, all the animals stopped working. There was no milk in the bucket. There were no eggs in the next box.
5 The horse would not pull the cart.
6 “What’s the matter with them all?” shouted the farmer. “We need milk and eggs to take to the market!” cried the farmer’s wife. “How can we get to the market?” asked the farm boy. “The horse won’t pull the cart.”
7 “We never have any fun!” moaned the animals to each other. “We want fun!” called the pig. “We want fun!” shouted all the animals together.
8 “What do you think they’re trying to (100) tell us?
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
Hector and the Cello Band: Purple
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
4 Hector tramped through the jungle to find a cello teacher. First he met a lion. “I want to play the cello,” said Hector. “Whoever heard of a hippo playing the cello?” roared the lion. He roared so loudly that his mane fell off.
5 Hector picked up the lion’s mane and draped it round his neck. It was going to be a chilly night in the wild, wet jungle. On he tramped until...
6 ... he met a leopard. “I want to play the cello,” said Hector. “Whoever heard of a hippo playing the cello?” growled the leopard. She growled so loudly that all (100 words) her spots flew off.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet
Child’s name: Date:
The Woman who Fooled the Fairies Band: Gold
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
6 One warm summer’s night, the woman was walking home through the woods. First she heard a hundred little whispers. Then she felt a flurry of fairy wings around her face.
7 Soon she felt too tired to take another step. She just had to lie down and close her eyes.
8 When she opened her eyes she found herself inside the fairies’ palace. “Whatever do you want with me?” she asked the fairies. “Bake us a cake,” they demanded. “Now! We won’t take you home till you do.”
9 The woman sighed and took her apron out of her bag. “Show me the (100 words) kitchen,” she said.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
Tiger’s Tale Band: White
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
5 Sometimes he helped to keep out the cold winds. So the librarian was happy to have Tiger in the library.
6 And Tiger was happy to be in the library. It was cosy off the street. There were soft carpets and chairs to lie on. There were sunny spots to snooze in and he could listen to stories. Sometimes the librarian read stories to the children. Sometimes the children read stories to each other. Some of the children read stories to themselves.
7 Tiger loved stories. He would lie and snooze and dream and the stories would tiptoe into his dreams. Then (100 words) he would add little bits of himself to each story.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
APP SUPPORT PACK
Running Record Sheet Child’s name: Date:
The Amazing Adventures of Batbird Band: Lime
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
8 The next day at school was Pond Safety Day. “Why must you be careful when you go to the pond?” Miss Waddle asked the class. “You might get knocked down by a car on the way,” said Billy. “You might get tangled up in an old fishing line,” said Peep. “You might be gobbled up by a big fish!” said Weborah. Dunkan yawned. He couldn’t keep his eyes open.
9 “And you might be pounced upon by a fox,” Miss Waddle said. She took that morning’s copy of the Puddletown Flyer from under her wing, and showed the class the (100 words) front page.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
• 90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
• Check that the child is ready and happy to proceed. • Provide the child with the book. Introduce the book but do not describe the content. • Explain that you are going to listen and make notes while the child reads to you. • Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. • After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. • Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
1
Running Record Sheet
Child’s name: Date:
Spider McDrew and the Egyptians Band: Copper
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
8 When they got to the museum, Mr Smithers handed
out some sheets of paper with questions for the
children to answer. Mrs Russell, the school music
teacher, was helping Mr Smithers look after the
children. She gave them all a pencil to write with.
“Now,” said Mr Smithers, “ before we start our visit,
who can tell me something about the Romans?”
Hannah Stewart put up her hand.
“Yes, Hannah?” said Mr Smithers.
“They were ancient, sir,” Hannah declared with a
smug smile.
“They liked fighting battles and conquering people,”
said Kip Keen.
“They were gladiators,” said Jason Best. Then (100
words) he and Kip had a sword fight with their pencils
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
1
Running Record Sheet
Child’s name: Date:
Flash Harriet and the Loch Ness Monster Band: Topaz
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
5 6
Flash Harriet gasped. Uncle Proudlock had never asked for her
help before. It must be something very important!
She put Gus into his special travelling box, strapped it to her
belt and slid down the firefighter’s pole she used for quick exits.
Then she ran across the garden to her house and banged on the
window.
“I’m going to Scotland to see Uncle Proudlock!” Flash Harriet
shouted over the CRASH! BOOM! of her father’s brilliant noises.
Then she waved to her mother, who was standing on her head
on top of the chimney.
“Bye‐bye, darling!” cried Sequin Cynthia. “Have a (100 words)
lovely time!”
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
1
Running Record Sheet
Child’s name: Date:
The Gargling Gorilla Band: Ruby
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
12 13
Of course, most people know that gorillas are gentle
and retiring, but Tim was unaware of this. The very
bravest people can be scared of at least one thing
and Tim, though brave about absolutely everything
else, happened to be scared of gorillas.
“When I took this job,” he thought to himself,
“I did not know a gorilla was involved.”
At that moment something in the cupboard under
the sink began to gurgle, or perhaps to gargle.
However, a gargling gorilla is just as scary as a
gurgling one.
14 Tim made up his mind to keep away from the
cupboard (100 words) under the sink...
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
1
Running Record Sheet
Child’s name: Date:
Pirate ! Band: Emerald
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
6 Annie went toddling off towards the other kids in her
pink, sparkly shoes, with her teddy bear backpack on.
It wasn’t fair. She was only four and a half and I was
nine. She should have been twice as scared as me! But
she wasn’t scared at all, not about bullies, or about
finding the toilets or anything.
I was standing there on my own, but she’d made a
friend already! It was a little boy with hair like a toilet
brush. It wasn’t even raining, in fact it was quite
sunny, but he’d got green wellies on, with big, (100
words) goggly, froggy eyes.
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
1
Running Record Sheet
Child’s name: Date:
The Golden turtle Band: Sapphire
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
18
Amparo had long straight hair as black and shiny as a
raven’s feathers. Her eyes were dark and blue with
thick lashes and her skin was a soft brown. She spent
most of the day feeding the hens, watering the
melons and cooking while her brothers worked on the
mountain slopes trying to farm the dry and stony
foothills of the Pyrenees.
Amparo might seem to the few visitors who came to
San Colombo to be a very ordinary girl, but she was
not. She had a terrible temper and a very stubborn
streak. She was as stubborn and awkward (100 words)
as all the donkeys in the village put together.
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
1
Running Record Sheet
Child’s name: Date:
Moving Out Band: Diamond
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
21 A head poked out of a nearby window and Philip and
Barry ran away, laughing, and didn’t stop running until
they got home.
London was brilliant, thought Philip, as he climbed the
stairs to the flat. Really exciting.
Nan was singing “Maybe it’s because I’m a Londoner,”
as she made Swede pie for supper. Philip joined in
loudly. He was just going to have to get Mum and Dad
to change their minds about moving.
Philip got his chance to start his staying‐in‐London
campaign when he went Saturday morning shopping
with Mum.
“What nice shops,” he kept saying. “Streets and (100
words) streets full of them. What a lot of choice.”
Total miscues out of 100
2
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
• 96% ‐ 100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions
• 90‐95% accuracy (5‐10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions
• Below 90% accuracy (11 or more miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band
Running Record Procedure
• Check that the child is ready and happy to proceed.
• Provide the child with the book. Introduce the book but do not describe the content.
• Explain that you are going to listen and make notes while the child reads to you.
• Allow the child to read. Only interrupt to give a word when the child has made a good attempt to read it. Make a note of strategies used to tackle tricky words.
• After reading, ask the child to tell you about the story, or to answer some questions about the story. Include recall and inference questions.
• Praise the child and thank them.
Running record Assessment Key Accurate reading behaviour Coding No reading errors Tick the word Child self corrects the word/words Write SC Miscues Teacher tells the child the word Write T above the word Child omits the word Write O above the word Child inserts a word Write the word above the text Child substitutes a word Write the word above the text Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate
number of attempts
APP SUPPORT PACK
Running Record Sheet
Child’s name: Date:
Beneath the Waves Band: Pearl
Page no. Text Strategies used: Phonic (ph), Graphic (g), Syntactic (s), Contextual (c)
16 That night, the storm tore in from the sea. Joe tossed and turned in bed, listening as the wind screamed over the rooftops and horizontal sheets of rain rattled against the window panes. Through the gap in the curtains, electric-white flashes of lightning illuminated the sea as it surged under a blanket of thick black cloud. By morning the worst was over, but a thin rain still fell, cloaking the village in grey. Joe pulled up the hood of his anorak and followed his dad out of the hotel entrance. It didn’t look like today was going to be much (100 words) fun.
Total miscues out of 100
Accuracy table
No. of miscues out of 100
0 1 2 3 4 5 6 7 8 9 10
Accuracy rate %
100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 90%
Book level matching guidance
For children reading with:
96%-100% accuracy (4 or less miscues): The child can read this text independently and may be ready for the next colour band for guided reading sessions.
90-95% accuracy (5-10 miscues): The child can read this text with guidance and instruction. This is the ideal band for guided reading sessions.
Below 90% accuracy (more than 10 miscues): The child may struggle to maintain an understanding of this text within a guided reading session and may be better suited to a lower band.
Running Record Procedure
Check that the child is ready and happy to proceed. Provide the child with the book. Introduce the book but do not describe the content. Explain that you are going to listen and make notes while the child reads to you. Allow the child to read. Only interrupt to give a word when the child has made a good
attempt to read it. Make a note of strategies used to tackle tricky words. After reading, ask the child to tell you about the story, or to answer some questions
about the story. Include recall and inference questions. Praise the child and thank them.
Running Record Assessment Key
Accurate reading behaviour Coding
No reading errors Tick the word
Child self corrects the word/words Write SC
Miscues
Teacher tells the child the word Write T above the word
Child omits the word Write O above the word
Child inserts a word Write the word above the text
Child substitutes a word Write the word above the text
Child rereads a word, phrase or sentence Draw an arrow around the reread text and indicate number of attempts
