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This week focuses on microteaching and reviewing reading procedures using the RR/MA framework. Engage with students by discussing texts, asking about their prior knowledge, and making predictions. Record their reading, take anecdotal notes during assessments, and analyze miscues to gauge comprehension. Explore the roles of self-correction and interpretations of both errors and accuracy rates. Discuss the nuances of retelling experiences while considering cultural contexts. Integrate comprehension assessments and fluency measures to improve instructional strategies.
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Week 5 Come in and be sure to sign in
Today • Microteaching • RR/MA
Review of Procedures for RR/MA Converse with your student. If child provides a text, jot down title, and ask child whether s/he has read it before, etc. If you select the text Introduce the book to the child and ask him/her to make some predictions Try to ascertain child’s prior knowledge of topic, text Ask permission to record Record child reading Okay to have child-initiated conversation about text If doing MA, take anecdotal notes while child reads
Discussion of Reading: RMA Initial responses to RMA In the packet article, the author talks about how Michael begins “revaluing” himself. What does she mean? What role did RMA play in this process?
Summary/Analysis Sheet Harry Potter Reading (260 words) Self-correction rate (sc/unacceptable miscues) Tally errors: total errors - sc Error & accuracy rates: (errors/total words) x 100 Do self-corrections of acceptable miscues count? Some say yes, some say no I say yes; it’s good to keep track of them Caveats for interpretation: Be careful of faulty assumptions (error/accuracy rate) Listen to Evan’s retell: http://people.coe.ilstu.edu/lhandsf/videos Red flags with Evan’s Harry Potter reading
Analyzing the Miscues/Errors • High/ low quality miscue • Acceptable miscues • Graphic similarities • Self-corrections • Cueing systems
More analyzing • MSV analysis • Meaning; semantic- does in make sense? • Syntax; structure- does it sound right? • Visual; graphophonic- does it look right? • Refer to PKT
What does it mean? • What does your student know? • What level of text is this for your student? • Independent 95-100% • Instructional 90-94% • Frustration 80-89%
Retelling Johnston discusses a few problems with retells: It is not a realistic, everyday activity if both people read or saw the same text. More able readers have an intuitive understanding of the testing situation, while less able readers do not (pragmatics!) and so may not perform as well Students from non middle-class households may be familiar with different story structures than those common in middle class homes. This can impact retelling See Johns & Lenski for ideas for retelling
More Comprehension Assessments Translating or paraphrasing (see Johnson pp. 247-249); consider having students translate into multiple sign systems as well as multiple languages or dialects Think Alouds (See Johnston Ch. 23) Checklists for comprehension strategies Will bring handouts or post examples to wiki These need not be formal assessments They can be used in instruction and for ongoing informal assessment.
Assessing Reading Fluency Reading rate is only one part of fluency Prosody: Pitch, Stress, Juncture, Slow, labored reading can neg. impact compreh. Procedures for measuring reading rate (handout) Can be done in conjunction with miscue analysis WPM or CWPM Can also be done with silent reading, as long as you time the student’s reading, but you can’t calculate CWPM this way. Multidimensional Fluency Scale
