Running records can be the assessments that teachers are looking for when searching for an efficient way to plan meaningful literacy instruction. Running records can give teachers immediate insights to guide on-the-fly prompting and teaching decisions to build reader independence. The authors use classroom examples to illustrate how taking and analyzing running records can save time, focus instruction, and identify patterns that might otherwise be missed during guided or independent reading. It is time to revisit and revive the purpose, remember the practice, and reinvigorate the analysis of running records for intentional, individualized instruction.