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.