Changes Over Time in Writing
Tadpoles
(Note: Following the format of a running record all words articulated slowly are noted in lower
case, words spelled or letter names are indicated by upper case.)
T: You know we were talking about, Aaron we were talking about this morning watching the tadpoles in your
room. And what did you see when you looked into that tank?
C: One had legs
T: Yeah. One tadpole had lost its tail and he’d…he had some what?
(Teacher puts out the marker)
C: I got a blue one!
T: Yeah, I changed it.
T: So tell me let’s talk about the tadpoles that we saw this morning.
C: You said one had lost its tail
T: Yeah, he was losing his tail but what did we see when we were looking in that tank? What was he growing?
C: back legs
T: yeah, he had his back ones there didn’t he?
C: Yeah, but not his front ones.
T: Yeah, he didn’t have his front ones. He still needs to grow his front ones. Doesn’t he? Do you think we
could write a story about what we saw in that tank this morning?
C: Yea
T: That was kinda exciting. Wasn’t it?
C: Yeah
T: So how are you going to start your story now?
C: uh…
T: Let’s think of any exciting way to start out. When we looked into that tank what did we say?
C: Uh Cool!
T: Cool! We said cool, then what are you going to say?
C: A tadpole has back legs.
1
T: And what else? And he lost his what?
C: And he is almost losing his tail.
T: And he is almost losing his tail. You are exactly right. That is a great story. Start it for me.
C: I am going to start it with cool.
T: Yeah, I think that is a great way to start your story out.
C: Look what I did!
T: Oh I know I love it. Why did you put that there?
C: To make it exciting.
T: You are exactly right. Cool. Keep going. Tell me more. Keep going
C: Cool Cool a, t-a-d…..p-pole…
Can we put that in a box?
T: Ok. You want to put tadpole in a box?
C; Yeah
T: OK.
C: You forgot the top.
T: That’s kind of a long one but you already know. Start it. Because you already know it. Go ahead and put it
in there. Start it. You know the first part.
C: Tad…p-o-l…(sounding out)
T: Check it and see if it looks right
C: tadpole (as runs finger under word)
T: yeah that looks like tadpole
C: has. I don’t think that has …an E…on the end.. I guess not?
T: that looks right doesn’t it?
C: Yeah. But we skipped pages
T: Ok. Come on Aaron. Keep going sweetie
C: back
2
T: OK can you put that one up here? (draws boxes) That would be a good one to put up here and think about
it. Wouldn’t it?
C: (Writes BAC quickly) I don’t know if..
T: Think about it. Ok. Alright. Because some of those words end like that don’t they? And we have to think
about how they look too.
C: Back… Ok. Let me just put legs in boxes (draws boxes)
T: Ok you think you need it?
C: (writes I) Ok, I only know the 1st part
T: Ok
C: (writes L (articulates) l-e I think that’s in an E
T: Put it in there. Now check it!
C: (articulates) l-e-g-s (writes quickly)
C: ok. I am going to go back and reread it until I hear what I want to write next. “Cool a tadpole has back legs!”
(points as he reads)
(writes quickly) “And it is”. Huh, there goes two words that start with i. Can I put about or starting?
T: Whatever you want to put
C: (saying slowly) A – bout
T: (Draws boxes)…want to put that up here?
C: (Starts writing in boxes) I think that is an A
T: Ok, now think about it. You need to run your finger under it and say it Aaron. Ok you know how we do it. Say
it, sweetie. Run your finger under it and say it.
C: About (says slowly) A…b…out
T: What’s the sound that you hear there? About? Let’s say it together.
C: About…A-bout
T: Let’s say it slower.
T/C: a-b-ou-t
T: Whats that sound right there? Huh? Do you hear the /ou/ sound – Let’s say it
T/C: a-b-ou-t.
C: I think it is the /ou/
T: Ok. What do you think it might be?
3
C: O-U (writes OUE in story)
T: Ok. Let’s try it in there and see
T: OK let’s check it Let’s check it. Let’s check it!
T/C: (articulates) a-b-out
T: What needed to be there? (points to end of word)
T: I don’t think you’re saying it
C: (articulates) a-b-ou-t
T: What do you need there?
C: a T
T: OK now check it and see
C: a-b-ou-t
T: uh mmm does that look like about?
C: um hum
T: Alright. Lets put it in there Thinking about the way it looks as we say it.
C: (writes in story to and writes quickly LO and hesitates)
T: Ok, lets say it
T/A: (articulates) l-o-s
T: what’s next?
C: another O
T: Ok it could be sometimes it might work like this.
C: a U?
T: sometimes it might work like that but its just this…….
T: Ok. That’s lose… Ok?
C: about to. Lose its.. Tail….tail
T: Let’s put that one up here. That’s’ going to be a good
T: That’s going to be too many boxes
T: Well That’s OK. It’s going to be a good word to put it up there
T: (draws boxes) all right, put it up there.
4
T: Tail
C: (sounding it out) t-ai-l
T: OK If you’ll run your finger under it and think about where you hear the sounds and what might make it look
right. Say it with me. (holds hand to help him point.)
T/C: (articulates) t-ai-l
T: So what do we hear?
C: a Y?
T: Aaron say it sweetie. We don’t hear a Y and I do not think there is one there to make it look right. Let’s see
T/C: (articulates) t-ai-l
T: huh? Let me show you. There’s something right here what do you think might be right there?
C: L
T: Alright. Put it in there. OK. Now check it closely and say it
C: (articulates) t-ai-l
T: so we had to think about that A-I together. Don’t We?
T: Ok. Now let’s go back and read that great story
C: Cool! a tadpole has back legs and it is about to lose its tail.
T: Yeah. That is a great story isn’t it?
5