Using Running Records to inform Teaching Decisions by Marylou Young https://padlet.com/SRVUSD/runningrecords Making teaching decisions for processing en-us 2017-04-17 05:25:01 UTC 2024-02-20 09:29:57 UTC hello@padlet.com Meaning and structure fit, but the word does not look similar: myoung16 https://padlet.com/SRVUSD/runningrecords/wish/166505649 This is a red flag: 
GVD - Gross Visual Discrepancy
Example: am/come 
TP: Direct the child's attention after the rr " try this page/part again, something didn't look right."

]]> 2017-04-17 05:32:02 UTC https://padlet.com/SRVUSD/runningrecords/wish/166505649 Other: limited actions kwetherell https://padlet.com/SRVUSD/runningrecords/wish/166660693 -Be careful to not to prompt without an appeal. 

- Using the statement "you try it" when the student did not verbally appeal. 

-Stop prompting during a running record. If pattern is reversed, teacher will gain more insight that will make teaching more effective. ]]> 2017-04-18 01:49:29 UTC https://padlet.com/SRVUSD/runningrecords/wish/166660693 No attempt, No action, No appeal lwagner13 https://padlet.com/SRVUSD/runningrecords/wish/166660702  What does Fried mean by this?
This is a major danger zone of processing problems, and it gives us little evidence of strategic activity, most likely only strategy is having the teacher tell them the word

Example: When a student gets stuck and does absolutely nothing

Teacher Decision: 
Teacher: Show me a word I told you on this page
Student: (points to word)
Teacher: Next time you try something first, think about the story, try something that makes sense, THEN I will help you
]]> 2017-04-18 01:49:34 UTC https://padlet.com/SRVUSD/runningrecords/wish/166660702 Limited Action : Substitution of one word https://padlet.com/SRVUSD/runningrecords/wish/166660729 - Did the one word substitution prevent the student from moving on/understanding?
- Was a told given right away?
- Are told used to prevent future mistakes?
- 100% accuracy is not necessarily the goal
- Nitpicking a student's meaningful substitutions can lower their self confidence. e.g. a/the, pronouns
- pick your battles (pick teaching points with the biggest payoff for the child's learning

]]> 2017-04-18 01:49:46 UTC https://padlet.com/SRVUSD/runningrecords/wish/166660729 Limited Action: letter sounds sandybr87 https://padlet.com/SRVUSD/runningrecords/wish/166660788 trying to sound the letters for a basic, high frequency words is unproductive and shows a lack of building a fluent reading vocabulary
Example: w/was and was was told and tr-tr-e-s/treasure  and then treasure was told
Teaching decision: combine letter sounds/letter clusters with rereading and thinking about what the story is about to help the student access the word.
Remember: reading a story is not just sounding out words in isolation]]> 2017-04-18 01:50:35 UTC https://padlet.com/SRVUSD/runningrecords/wish/166660788 Multiple Actions: trying more than one strategy we2jbakers https://padlet.com/SRVUSD/runningrecords/wish/166660972 1. noticing that it doesn't sound right or look right
2. re-reading/getting a running start
3. focusing on the visual
4. reread and reprocess the text on the page again in order to finish it off]]> 2017-04-18 01:52:26 UTC https://padlet.com/SRVUSD/runningrecords/wish/166660972