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Will building administrators randomly be checking our running records and anecdotal notes?

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Should the running records be mostly on cold reads for accuracy or on a reread?

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We found that it is very hard to keep up with the reader. Does it just takes practice or is their something we should be focused on.

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If they mispronounce a common noun repeatedly throughout the text, it should be counted as an error each time - which could be 10 errors. However, if they make no other errors, would we really say the text is too hard for them because of that 1 word?

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Do you circle the ones that apply to the reader or do you circle the ones they miss?

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After I have the totals, what do I do with them?

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Determining if an error/self correct is MSV.

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Determining if an error/self correct is MSV.

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How do I use the totals to help instruction?

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How often should we give a reading record?  Should there be a grade level requirement?  With kids reading at all different levels the reading record would not be common per grade level, would it?

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How often should we give a reading record?  Should there be a grade level requirement?  With kids reading at all different levels the reading record would not be common per grade level, would it?

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Meaning and Structure seem to be too similar - it's hard to distinguish between the two

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We are having trouble deciding if an error is S or V

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What do we record when a student has zero self corrects?

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How accurately leveled are the reading a to z passages when it comes to using them for diagnostic purposes?