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Reading Miscue Analysis. REA 628 Literacy Assessment. Student Information:. Kinlee Age 6 Kindergardener Caucasian Female Good Student Above Average Reader Likes Reading Volunteers to Read Aloud in Class. Assessment Book:. Title: Look Who Can Cook Written By: Linda B. Ross
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Reading Miscue Analysis REA 628 Literacy Assessment
Student Information: • Kinlee • Age 6 • Kindergardener • Caucasian • Female • Good Student • Above Average Reader • Likes Reading • Volunteers to Read Aloud in Class
Assessment Book: • Title: Look Who Can Cook • Written By: Linda B. Ross • Illustrated By: Patrick Girouard • Published By: Saxon Publishers
Background & Predictions: • Have you read this story? • No • Read the Title and look at the pictures. What do you think the story will be about? • Cooking & Helping • What do you know about cooking? • I help my Mommy cook. • What do you do? • Put the stuff in, stir it, and some things you don’t have to put in that long.
Assessment Details: • Total of 16 sentences • 12 sentences correct • 4 sentences incorrect • 75% correct • Student was Reading at Frustration Level • Note: This book is 3 levels ahead of where the class is at currently.
Assessment: Running Record • Relies heavily on sounding out (11 words) • Very successful at sounding out • Was unable to successfully sound out “shelf”. • Said, “shef”.I asked, “Did that make sense?” • She looked for picture clues. There were none. • We discussed the sentence, “Dad gets that big book off the ________.” • Correctly identified “shelf”.
Assessment Continued… • Made 5 substitutions • Read, “What will the four of us cook?” as “What will wefind for us cook?” • She did not stop but kept reading. • When I asked her to reread, she did so, successfully. • She read, “We get smocks off the hooks.” as “We get some cooks off the hooks.” • She reread, but was unable to decode “smocks”. • We discussed what smocks were and she reread the sentence successfully.
Assessment Continued… • Kinlee had 1 omission • She read, “They look on as I cook.” • She omitted the word on and kept reading. • Kinlee also relied heavily on picture clues • This is a very successful strategy for her when the pictures support the story line • She also reread two sentences on her own as she self-corrected
Assessment Continued… • Kinlee switches back and forth between tracking print with her eyes and pointing with her finger • She reads more for comprehension than for accuracy • She never showed signs of frustration • Very willing to try • Eager to succeed • Had fun during the reading and laughed at pictures
Story Retell/ Comprehension: • Who were the characters? • Dad and the kids • What was the story mostly about? • Cooking • Where did the story take place? • At home. • What did they cook? • Pizza • How did they make it? • They mix it up, throw it in the air, the kids helped and then they cook it. • What happened at the end of the story? • They ate the pizza. • What were those things called that the kids put on? • Used the book as a reference … smocks
Conclusions/ Recommendations: • Though the text was considered at her frustration level, her comprehension did not suffer. • She does not always recognize when she has made an error, though, she does self monitor to an extent. • Recommendations: • Vocabulary Introductions and Reviews • Self-Check for Comprehension After Each Sentence (Did what I read make sense?) • Skip-It and Reread (Use context clues to figure out the word.)
Vocabulary Box Activity: • Write vocabulary words on a card and place them in a box. • You or the students write a definition on the back of each. • Use the box at any time to review by giving the definition and asking for the word or visa- versa. • Once there are several cards in the box you can have students use them for various sorting or grouping activities.
