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Topics for todayCodeswitching articleCueing systemsRecording and assessing children’s oral

readingMiscue Analysis/ Running Records

Inquiry Group Assignment GuidelinesPractice with RR/MA

Codeswitching Key: There is not one correct form of English

Online Discussion

Engage in role play to lower the affective filter

Position, your students as linguistsUnless the focus of your lesson is on an

aspect of Standard English grammar, do not comment on students’ language form.

Teach grammatical differences in formal and informal mini-lessons

Use Contrastive AnalysisAnalyze grammar for patternsContrast; not correctionTeach children and signal to them when they

need to “flip the switch,” or codeswitch

Instructional implications

Language Cues and MiscuesFour cueing systems

GraphophonicSyntacticSemanticPragmatic

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?

Making Sense of TextsCueing 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

Using the cueing systems…..\Using language exercise.doc

Get into small groups of 4-5

Recording Oral ReadingRunning 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 strategyMiscue implies using strategies, although perhaps

not the best one for the text

Recording MiscuesThere are different conventions for annotating oral

reading. Consistency is the most important thing.Running Records

Don’t need a copy of the textCheck marks/annotations as you goCan be done “on the fly”

Miscue Analysis/Retrospective Miscue AnalysisRecord using audio or videoRevisit recording, do annotations on copy of textMore time consuming, but more accurateFor RMA: Child listens to her/his own reading

Text Selection for RR/MAThe ideal is to record oral reading with a text

the child can read with about 90-95% accuracy.Child choiceEstimate 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 textTry to get a handle on his/her prior knowledge of

the topic and of the text itself

Important ConsiderationsThings that may affect a child’s oral

reading:Familiarity with text, series, genre, topicAge/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.

RR Practice with PartnersTake a few minutes to review together the

annotations in Johnston, pp. 203Listen to audio of child readingCompare notations

And yet more practice…Listen to The Pirate and the Parrot &

Don’t Let the PigeonConduct a RR as you listen

See wiki for readingsPractice doing RR and MA on Harrison’s

readingsBring your RR/MA to class next time

Make sure to do calculations on MA

Today’s TopicsInquiry Group assignment guidelinesMiscue Analysis

Inquiry GroupsAssignment GuidelinesTexts will be available for you to browse next

week during our visit to MilnerInquiry texts will be selected next week-

Review of Procedures for RR/MAConverse 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, textAsk permission to recordRecord child reading

Okay to have child-initiated conversation about textIf doing MA, take anecdotal notes while child reads

More ConsiderationsWhen sharing notations with students, or discussing

their reading, focus on strengths at the outsetWhen a child gets frustrated

Use an intervention (i.e., “try that again”)Let’s try another textChange the activity

If a child breezes through with few miscuesMove on to a more difficult textConsider WHY she/he breezed through

Fluency? Accurate word calling? Text familiarity?

A retell may help you assess comprehension

Discussion of Reading: RMAInitial responses to RMAIn the packet article, the author talks about

how Michael begins “revaluing” himself. What does she mean? How does this relate to our “big ideas” of

becoming and identity? What role did RMA play in this process?

Tallying and Analyzing RR and MA

What counts as a miscue? (Review pp. 214-215!

Not all miscues are created equallyHigh quality miscues (semantically

acceptable)Low quality miscues (semantically

unacceptable) M, S, VTally sheets

Johnston, Appendix DJohns & Lenski

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/videosRed flags with Evan’s Harry Potter reading

Analyzing the Miscues/Errors

High/ low quality miscueAcceptable miscues

Graphic similaritiesSelf-correctionsCueing systems

More analyzingMSV analysis

Meaning; semantic- does in make sense?Syntax; structure- does it sound right?Visual; graphophonic- does it look right?

Refer to PKT 52-53

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%

RetellingJohnston 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 wikiThese need not be formal assessmentsThey can be used in instruction and for

ongoing informal assessment.

Assessing Reading FluencyReading rate is only one part of fluencyProsody: Pitch, Stress, Juncture, Slow, labored reading can neg. impact

compreh.Procedures for measuring reading rate

(handout)Can be done in conjunction with miscue

analysisWPM or CWPMCan 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

Additional PracticeGet into small groups with your copies from

your RR and Miscue analysis of the two practice itemsDon’t Let the Pigeon Drive the BusThe Pirate and the Parrot/ Lizzie’s Lunch

Go over your analysis and discuss any similarities/ differences. I will circulate to answer questions, etc.

For Monday…See wiki for readingsAdditional RR practice on wiki; My Brother

Wants to be like me

Text: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crashed the car on the side of the street.Reader 1: Sarah’s brother, who was only twelve and didn’t

yet know how to drive, crushed the car on the side of the street.

Reader 2: Sarah’s br- broker, who was only twenty and didn’t know how to dr- drip, crasled the car on the side of the st- steps.

Reader 3: Sarah bruvver, who was only twelve and didn’t yet know how to drive, crash the car on the side of the street.

Reader 4: Sarah’s brother, who was only twelve and didn’t know how to drive a car, crashed the car on the side of the road.

Reader 5: Sara’s brohther, who was only… twelve? and deedin’t yet k-now…know how to dreeveh…drive, crash the car on the side of the street.

What cueing systems are these readers using? Which reader(s) would you consider successful? Why? What other information could you use about these children?