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Running Records - Coggle Diagram

- - - - Students will scaffold reading for one another. They can listen and learn from one another and read the words in their head as their buddy reads them aloud.
      - Reading to a teacher can be very stressful, so this helps students prepare for reading out loud by doing it with a partner/peer first (Tracey & Morrow, 2017)
      - Students do not need to be at the same reading level, it will be beneficial to read out loud and listen to someone else read for both parties no matter their level.
      - This is supported by the Social Learning Lenses especially Social Constructivism (Tracey & Morrow, 2017)
    - - In guided reading, students who are at the same level are placed in groups with other students to read the same text.
      - The teacher guides the students through the book as they read but the students are the ones that determine where the instruction goes based on their needs and discussions they have.
      - This is a good opportunity for the students to bounce ideas and thoughts off of one another. The students get to work together within their group, and the teacher is there to make sure they stay on track and to facilitate the learning.
      - This is supported by the Social Learning Lenses and Cognitive-Processing Lenses (Tracey & Morrow, 2017)
    - - It is important for students to have practice with sounding words out. They need to be able to understand that words are made up of small sound units. Without phonemic awareness students aren't able to read words out loud and pronounce them correctly
      - Students can practice by reading rhyming books or playing rhyming games. This helps students see the importance of focusing on individual sounds.
      - Grouping words by sounds is very beneficial. This helps students see the relationship between letters within words and how letters create different sounds. (Tracey & Morrow, 2017)
      - This is supported by the Cognitive-Processing Lenses, especially the Interactive-Compensatory Model and Phonological-Core Variable Difference Model (Tracey & Morrow, 2017)