I have been using this checklist from Teacher’s Pet Displays during the writing section of the lesson.
I use a peg to bookmark the current page being used in each student’s writing book. The peg also holds a copy of this checklist.
Sometimes the students need a quick prompt to check their own writing. I just point to the relevant prompt on the card, e.g. the student is neglecting to use a captital letter or a full stop. Sometimes a student may write a letter backwards, or leave out a word that is needed for the sentence to make sense.
‘Interesting words’ are words that are a bit different to those that are written all the time, e.g. yummy or delicious is more interesting than nice. It also refers to varying topics or sentence starters, e.g. we don’t want every sentence to begin with ‘I like…’ or be about the same event over and over again.
Connective words are joining words (e.g. and, but, because, so) that add further detail or information to a simple sentence. The student is encouraged to use these once he /she is ready to write longer sentences, e.g. Baby Bear was hiding in the tree hole because he wanted to trick Father Bear.
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Teachers are often asking us to check their understandings of running record analysis. No question is too silly to ask. Some points were recently raised and clarified:
You record your best ‘guesstimate’ of which cues the student used (NOT what you think that the student needs to know.)
If the student used Meaning (Did the error still make sense?) circle the M. (NB Do not circle M because you think she needs to learn to check the meaning.)
If the student used Structure (Is the error grammatically correct?) circle the S.
If the error looked at least partially correct circle the V.
You may circle 0, 1, 2 or 3 cues for the error.
If there was more than 1 attempt at a word, do the MSV for each response.
You do the MSV for each error AND self correction (NOT just the self correction.)
When thinking about the self correction ‘guesstimate’ what new information the student used to change the incorrect response. (This might be M, S or V or any combination of 1, 2 or 3 cues.)
You might decide he used extra M because he looked at the picture, or he seemed to identify that his 1st response did not make sense by looking puzzled and rereading.
You will know that the student used S because the error is now grammatically correct.
You might decide that the student was using V because the error looked at least partially correct.
The error and the self correction can have varying combinations of MSV.
The dog was chasing the car. (The correct response was cat.)
I would score the error as S V. (The dog could have been chasing a car but the picture clearly showed it was chasing a cat.)
If the student self corrected car to cat l would score the self correction as MV. (Extra meaning was probably used and he may have also looked more carefully at the word ending.) This is why l use the word ‘guesstimate’ because you will never be completely sure of what the student was thinking.
Come and ask if you need further clarification or fresh eyes. Remember you are looking for patterns of responses.
This is when you write some notes about what the student will need to know next.
In 2 earlier posts l have written about the role of Running Records to discover the student’s use of Meaning, Structure and Visual Information when word solving.
I recently came across a blog post called Analyzing Running Records written by Michaela from Reading Royalty.
As well as explaining what we mean by Meaning, Syntax (Structure) and Visual Information, Michaela gives an example of a running record that she has taken as she has listened to a student read.
Click on the picture to go to the blog post.
It is interesting to read her explanations relating to the errors and the self corrections that her student made. She also makes some suggestions re what she would teach next.
We are always looking for patterns of responses, e.g. the student may be predominantly only using the look of the word or only using the meaning. By looking at the types of information that our students use when a mistake is made, and looking at what additional information is used to self correct the error, we can plan what each student needs to know for future lessons.
The site also has a diagram showing the relationship between the 3 Cueing Systems (MSV). Meaning is made up of prior knowledge (past experiences), vocabulary (recognising words and understanding them) and illustrations (pictures). Structure is made up of oral language, grammar and a knowledge of English (e.g. Can you say it that way when you talk?). Visual is usually made up of sound / symbol knowledge (e.g. ‘a’ can be the sound at the beginning of apple and the beginning of ape) and analogy (e.g. that looks a bit like cat).