Portfolio Task #3 (Pairs): Running Records

Part One:
Student #1 - Name: Mikayla Berneski
Copy and paste your running record here:

Running Record
Students Name: Charlie
Date: March 17th, 2010
Observer: Mikayla Berneski
Location: Big Step
Age: 2 Years, 4 Months
Charlie is sitting at a table with an adult and other kids. An
adult/educator walks over to the table with a plate and asks Charlie
can I give you the two pieces of cookies that I saved? The plate was
placed into the table in front of Charlie. Charlie picks up his cookie and
dips it into his cup. The adult sitting beside him says you know thats
water not milk then asks Charlie is it good when you dip it into
water? He takes a bite of his cookie. Charlie says, um um come
played water in painting while pointing at someone. An educator says
wow. Charlies mom walks through the door and Charlie went
running up to her, and gave her a hug. Charlies mom bent down and
grabbed Charlie and kissed him on the cheek and gave him another
hug. Charlies mom started talking to Charlie and Charlie started to
touch her clothes.

Student #2 - Name: Monika Chomicka

Copy and paste your running record here:

Running Record
Date: March, 17, 2010
Time: Afternoon
Student name: Charlie
Setting: Big Step Child Care Centre
Name of the Observer: Monika Chomicka
Charlie is sitting at a table around other children who are working on
an art activity with paint. A child care worker approached Charlie and
says can I give you two cookies? She places two cookies in front of
Charlie and walks away. Charlie picks up a cookie and dips into the cup
beside him. The child care worker that is sitting beside him says you
know thats water, not milk. Charlie takes a bit of his cookie. The child
care worker says You are pretending to dip it in milk. Charlie
continues to eat his cookie. Charlie looks at the child sitting next to
him, points at the papers and says um, um, umcome play water and
painting. The child care worker responds by saying wow. Charlies
mom walks through the door. Charlie gets up, runs to her, and gives
her a big hug. The child care worker says I wonder if hes happy to
see you, you think? Charlies mom bends over and gives him a hug
and a kiss. Charlie looks at his mom and says mom. Charlies mom
says well hello, what about hello?

Part 2:

Difficulties We Encountered Strategies We Used while

while Recording our Running Recording our Running
Records: Records, to be Successful:

Difficulties in clearly hearing Using short forms

what was said and
interpreting the language.
For such a short period of
observation time (55
seconds) it was very
laborious and time
consuming.
You need to be fast at
writing and very observant.
We were lucky we were able
to pause, rewind and fast
forward, but in real life we
wouldnt be able to do that.
throughout the running
record (C= Charlie).
Writing in point form and
then expanding on it when
formulating final draft. Write
objectively.
Focusing on an observation
of only one student and
ignore whats going on
around them.

How will you apply some of these strategies when conducting

Running Records in class, as an EA?

Creating a rough draft. This will allow us to quickly write down

everything that we see. By creating a rough draft it may be
messy because it is being completed fast. Or it may contain
spelling errors. After the rough draft is complete we can create a
complete draft clean with no spelling errors, and written neatly.
We can use short forms or symbols to represent directions. For
example instead of continuing to write Mikayla we can write M
instead. We can also write the letter W to represent the word
 with. One-way we can use symbols such as &, @, and arrows to
represent words in a running record. The symbols & represent
and, the symbol @ represent at, and arrows would represent a
directions or a way a child is pointing. By using these short forms
and symbols it allows us to write faster and get all the
information down and quickly as possible because how fast a
running record can happen.