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Something that I thought would be a helpful, additional piece of information about running records is this chart. This chart contains the different marks (and their meanings) that teachers can make while completing a running record. For me, while in Mrs. Dyer's room and through this lesson, I was curious to what the marks mean and when to use them. This chart does a really good job at breaking them down and making sense of them. For example, the "SC", represents self-correction. If a student says the word wrong, but then realizes and corrects themselves, this is the mark the teacher will use. Also, the most common one that I've seen is the "T", which means intervention. The "T" is marked above words that the student finds difficult, or cannot identify it at all. This chart is definitely a good reference tool when learning about, or actually completing a running record.

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This Prezi, linked below, is an absolutely incredible resource for learning more about running records. This Prezi breaks down the different components of a running record.
- The Prezi also goes into specifics, such as, the role of the teacher, the purpose of a running record, and when to complete one.
- Also, something that I really appreciate from this Prezi is that it breaks down HOW to do one. Yes, the definition, the purpose, and the history are all important, but the most important part is to understand how to do one correctly. I appreciate that this Prezi breaks that component down, very specifically.

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• Record carefully and consistently so that records can be compared A Running Record is not just the recording of right and wrong words. It requires observing all behaviours to help determine the “thinking process” children are using as they read the text. After administering the

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If I am being honest, I do not remember being tested with a running record. I am sure I did, I just cannot remember it. However, in my recent practicum placement, I was very lucky to get to sit in on a reading recovery class with Mrs. Dyer. Mrs. Dyer did running records quite often with her students, if not every day. She would give the student a book, a fairly short read, and follow along with them on her sheet. She would make marks above words  that they knew and/or did not know. If the student came across a difficult word, she would stop, and take the time to work on that word, until the student understood. Mrs. Dyer, before the closing of the school systems, was going to give me the opportunity to fill out a running record myself. Another important note that I took away from Mrs. Dyer's class, was that the implementation of the running record, did not seem to affect the students. The students seemed comfortable with the fact that Mrs. Dyer was doing it, and did not seem anxious, thinking they were being tested.

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In this video, the viewer gets an up-close and personal look of how a running record is completed.
As the student reads, the teacher makes various marks above each word. On certain words the student does NOT know she makes a "T" above the word. Above words the student DOES know, she merely makes a check mark. On words that the student may have trouble with, either pronouncing or identifying, she makes specific marks above those words.
- I really appreciated, at the end, the teacher made an effort to explain and show the student the running record and encourage her after her reading.