Running Records Write Task

In the videos, the student struggled with consonant digraphs with some words. Through the process, the student was able to sound out the words and self-correct. The student did this by recognizing that she got words wrong and going back to correct herself. Some specific examples that gave the student a hard time were phone, share, and grammy. However, the student was able to understand her struggle with the words and fix the mistake. Also, the student repeats words or sentences when she feels that she made a mistake. Another video showed a struggling student dealing with decoding multisyllabic words. The student worked through the words by sounding them out. The student read “rattlesnake” as separated “rattle” “snake”. The student used visual cues to pronounce the words correctly. When discussing an ELL student’s running records, they noticed that he used strategy cues. Specifically, the student used a meaning cue when he said “goat” instead of “Billy” because it makes sense within the sentence. When viewing the videos, it was insightful to observe the different cues that students utilized when approaching words within context.