Breakout room activity by Sudha Hariharan

Facilitator

sudhahariharan — 2025-07-19 03:25:36 UTC

Prompt: Write these words: night, friend, jumped, because.

Student Response:

nite frend jumpt becuz

Prompt: Copy: "The quick brown fox jumps over the lazy dog."

Student Response:

The qick broen fox jmps ovr the lzy dog.

Prompt: Write about your weekend.

Student Response:

I wnt to the prk.

We plaed on swins.

Mom brot ic creem.

Prompt: Write the alphabet (A-Z) and numbers (1-20).

Student Errors:

- Letters : b vs. d confusion, m written as "nn".

- Numbers : 5 written backward, 12 as "21".

Facilitator

sudhahariharan — 2025-07-19 03:25:55 UTC

Prompt: Write these words: night, friend, jumped, because.

Student Response:

nite frend jumpt becuz

Prompt: Copy: "The quick brown fox jumps over the lazy dog."

Student Response:

The qick broen fox jmps ovr the lzy dog.

Prompt: Write about your weekend.

Student Response:

I wnt to the prk.

We plaed on swins.

Mom brot ic creem.

Prompt: Write the alphabet (A-Z) and numbers (1-20).

Student Errors:

- Letters : b vs. d confusion, m written as "nn".

- Numbers : 5 written backward, 12 as "21".

Facilitator

sudhahariharan — 2025-07-19 03:26:15 UTC

Prompt: Write numbers 1–20 in order.

Student Response:

1, 2, 3, 4, 5, 6, 9 (for 7), 8, 10, 11, 12, Ɛ (for 3), 14, 15, 16, 17, 18, 19, 20

Prompt: Write these numbers: 105, 32, 1,000.

Student Response:

105 → "1005"

32 → "23"

1,000 → "100"

Prompt: Solve: 15 − 7, 8 + 6, 4 × 3.

Student Response:

15 − 7 = 9 (counted fingers but lost track)

8 + 6 = 13 (said "8... 9, 10, 11, 12, 13" slowly)

4 × 3 = 7 (guessed)

Prompt: "There are 12 cookies. If 4 friends share them equally, how many does each get?"

Student Response:

12 ÷ 4 = "8" (wrote randomly)

Prompt: Draw the time "2:45" on a clock.

Student Response:

- Draws hour hand on 2, minute hand on 9 (misreads 45 min as "9").

Facilitator

sudhahariharan — 2025-07-19 03:26:28 UTC

Prompt: Write numbers 1–20 in order.

Student Response:

1, 2, 3, 4, 5, 6, 9 (for 7), 8, 10, 11, 12, Ɛ (for 3), 14, 15, 16, 17, 18, 19, 20

Prompt: Write these numbers: 105, 32, 1,000.

Student Response:

105 → "1005"

32 → "23"

1,000 → "100"

Prompt: Solve: 15 − 7, 8 + 6, 4 × 3.

Student Response:

15 − 7 = 9 (counted fingers but lost track)

8 + 6 = 13 (said "8... 9, 10, 11, 12, 13" slowly)

4 × 3 = 7 (guessed)

Prompt: "There are 12 cookies. If 4 friends share them equally, how many does each get?"

Student Response:

12 ÷ 4 = "8" (wrote randomly)

Prompt: Draw the time "2:45" on a clock.

Student Response:

- Draws hour hand on 2, minute hand on 9 (misreads 45 min as "9").

Facilitator

sudhahariharan — 2025-07-19 03:27:29 UTC

Facilitator

sudhahariharan — 2025-07-19 03:27:50 UTC

Group 5

2025-07-22 11:25:55 UTC

Mirror Image in the spellings with letters like B, D, P etc.

group 5

2025-07-22 11:26:03 UTC

letter confusion possibly due to similar sounds

group 5

2025-07-22 11:27:41 UTC

confusion between s ---z likely cause : difficulty with auditory discrimination or phonemic awareness

Group 5

2025-07-22 11:29:38 UTC

Language and sentence structure is correct, spellings are also almost all accurate, just a mirror

Group 4

2025-07-22 11:31:13 UTC

Sequencing of numbers is a scope
Number 3 - mirror image
Place value concept is unclear- associating digit with place value, zero as a place holder
Not clear with addition and subtraction- (counting forward; backward)
Unclear with multiplication (repeated addition)
Does not know the concept equal grouping
unable to read time as association of minutes with multiples of 5 is unclear; hence reads 45 mins as 9
The child is able to comprehend and interpret the questions however is unable to respond accurately due to learning gap.

Group 5

2025-07-22 11:32:27 UTC

Everywhere he has written the mirror image of e,s,a,b,d,p .

Group 5

2025-07-22 11:32:32 UTC

Could be a good idea to chcek how he/she writes numbers as well

group 5

2025-07-22 11:33:40 UTC

Mirror image of e and a. His spacing is good and able to convey it as he wanted except for the spelling issue.

Group 5

2025-07-22 11:34:07 UTC

Punctuations are missing.

Group 2

2025-07-22 11:35:03 UTC

Child has spelled based on the letter sound association, not aware of the spelling rules.

missed the short vowel sounds, cvc copied correctly.

sequence of the event listed out properly.. Sight words spelled correctly. words are spelled based on the sounds the child heard.

letter and number reversal.

Group 6

2025-07-22 11:35:15 UTC

Child is writing in mirror image.
Long setences with no punctuation
Writing is coherent
Idea has been conveyed well
If the child has broken the writing into paragraphs, it has been done well.
Able to write in a straight line even without guide lines.

Group 1

2025-07-22 11:37:48 UTC

Child has issues with comprehending and converting sounds to spellings. Silent sounds are missed. Number reveresals

Group 3

2025-07-22 11:38:26 UTC

Reversal , number sequencing confusion
Reversal , Understanding place value concept
Mathematical confusion, sustainable attention issue
Mathematical operator confusion
Little too advance for comprehending time concept

Group 1 spelling

2026-08-15 07:24:08 UTC

Analysis:

- Phonetic spelling (e.g., "nite") is age-appropriate, but:

- Rule-breaking errors ("frend" missing i , "jumpt" extra t ) suggest weak orthographic memory (dyslexia link).

group 1-copy

2026-08-15 07:26:03 UTC

Analysis:

- Omissions ("quick" → "qick", "lazy" → "lzy") → Possible visual tracking issues.

- Letter reversals ("brown" → "broen") → Dysgraphia red flag.

group 1 sentence writing

2026-08-15 07:26:59 UTC

Analysis:

- Short, simple sentences → Avoidance of complex writing.

- Spelling errors ("prk", "swins") → Reliance on sounds, not visual memory.

- Inconsistent spacing → Fine motor control challenges.

group 1 letter and numbers

2026-08-15 07:28:21 UTC

Analysis:

- Reversals → Common in dyslexia/dysgraphia until age 8+.

- Poor alignment → Weak motor planning.