| Sumario: | Using running records as a lens to facilitate multilingual students' language and literacy development can help teachers recognize and build on students' linguistic capital. The authors analyzed 123 running records of Spanish‐speaking first graders to begin to identify the types of language‐related errors they made when reading. Using an assets orientation, the authors ask teachers to shift from the concept of reading errors to language‐related approximations when a student's reading and rereading differ from the text because of linguistic differences. The authors consistently found five types of language‐related approximations in the data: teachers' use of tolds, verbs, contractions, prepositions, and use of the plural ‐s for nouns. The possible impact on comprehension for each of these language‐related approximations is explored and practical instructional recommendations provided, as well as a tool to help teachers analyze language‐related approximations.
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