Week 3

1. Week 3 Come in and be sure to sign in

2. Topics for today • Assignment Guidelines • Recording and assessing children’s oral reading • Miscue Analysis/ Running Records • Practice with RR/MA

3. Assignment Guidelines • Assignment A • Assignment B • Assignment C • Assignment D • Sign-up for Microteaching

4. Language Cues and Miscues • Four cueing systems • Graphophonic • Syntactic • Semantic • Pragmatic • What, then, is a miscue? • What do these cueing systems have to do with reading and writing, or other forms of communication? • How do the four cueing systems relate to one another?

5. Making Sense of Texts • Cueing systems can be thought of as different language resources, or information stores, that a person can draw on as they make sense of texts • The cueing systems are not used in isolation! • Successful readers never use only graphophonics, or only semantics, or only one other cueing system when they read. • Successful reading and writing involves the meaningful integration of multiple cueing systems. • Relate this to the readings for today

6. Using the cueing systems… • ..\Using language exercise.doc • Get into small groups of 4-5

7. For Thurs • See wiki for course readings • Be sure to have your packet with you.

8. Today…. • Running Records/Miscue Analysis

9. Recording Oral Reading • Running Records, Miscue Analysis, and Retrospective Miscue Analysis (RMA) • Purpose of each: • To analyze how children employ different cueing systems or strategies as they read • “An individual error is less informative than a pattern of errors” • Miscue or error? • Error implies doing something wrong or not using a strategy • Miscue implies using strategies, although perhaps not the best one for the text

10. Recording Miscues • There are different conventions for annotating oral reading. Consistency is the most important thing. • Running Records • Don’t need a copy of the text • Check marks/annotations as you go • Can be done “on the fly” • Miscue Analysis/Retrospective Miscue Analysis • Record using audio or video • Revisit recording, do annotations on copy of text • More time consuming, but more accurate • For RMA: Child listens to her/his own reading

11. Text Selection for RR/MA • The ideal is to record oral reading with a text the child can read with about 90-95% accuracy. • Child choice • Estimate based on other data (informal observation of child reading, etc.) • Have a few different texts on hand • Before conducting a RR/MA: • Find out if child is familiar with the text • Try to get a handle on his/her prior knowledge of the topic and of the text itself

12. Important Considerations • Things that may affect a child’s oral reading: • Familiarity with text, series, genre, topic • Age/fluency of oral vs. silent reading (RMA can help mediate this) • Affective domain (rapport, comfort, emotions) • Assessment fatigue • When using a voice recorder, ask child’s permission to record; consider allowing him/her to record you. Be honest about why you want to record him or her.

13. More Considerations • When sharing notations with students, or discussing their reading, focus on strengths at the outset • When a child gets frustrated • Use an intervention (i.e., “try that again”) • Let’s try another text • Change the activity • If a child breezes through with few miscues • Move on to a more difficult text • Consider WHY she/he breezed through • Fluency? • Accurate word calling? • Text familiarity? • A retell may help you assess comprehension

14. RR Practice • Take a few minutes to review together the annotations in Johnston, pp. 203 • Listen to audio; follow along and make notations in your PKT

15. And yet more practice… • Listen to Lizzie’s Lunch & Don’t Let the Pigeon • Conduct a RR as you listen • See wiki for readings • Practice doing RR and MA on Harrison’s readings • Bring your RR/MA to class next time • Make sure to do calculations on MA