Today’s Class Today’s Class AgendaAgenda

Book Trailer

Websites: http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/index.htm

http://classroombookshelf.blogspot.com/

Running Records: Practice, Miscue Analysis

Meet in Reader’s Notebook Groups

New Strategy for last 100 pages of OOMM

The conference & running record: Child Study #4

Literacy Strategy Presentations: About the assignment

Schedule

Due dates:

Writing Sample from your child study student brought to class in two weeks(see next slide for details)

You have next week “off” for responding to assigned readings. However, the following week requires two responses and one is a book poster that will be shared with the entire class the week of October 13. Modeling provided today!

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Marshfield Dreams by Ralph FletcherPublished in 2005

Sure to make you laugh and enjoy the Fletcher family!

This book is a biography of

Ralph Fletcher’s early years, growing

up in Marshfield,

Connecticut.

Who is Ralph Fletcher? He is an author of

children’s books and also

teaches teachers ways

to teach writing.Some of Ralph

Fletcher’s other books:

Spider BoyFlying SoloFig PuddingThe Sandman…..and many others!

I really liked this book because it reminded

me of growing up and how fun it is to have siblings! There are

many moments in this book when you will laugh out loud and want to share with another reader.

Listen to more about Marshfield Dreams by clicking here

You will need a writing sample in two

weeks!

Best if it is “finished” (ask child to read it again and make any changes; especially in older grades)

Creative writing (i.e.: stories), personal narratives, well developed responses to literature, well developed journal entries, assessment practice writing, etc.

Younger children: have them draw a picture to go with the writing; take whatever they are willing to record (encourage them to record individual letters if there is no writing present)

These do not work: writing copied from the board, handwriting practice, sentence starters, teacher corrected writing, report writing

This chapter shares the importance of reading aloud, a practice that is proven in research to effectively motivate children to read, provides a strong model of reading, informs children of authors/books, and encourages life-long reading.  •After reading Steven Layne’s chapter about reading aloud, as well as other knowledge you have from past classes about reading aloud, compose a short “talk” you might share with your grade level team or an administrator who does not value reading aloud.  •At the end, share three read-alouds you could use with your current placement. (Use your book lists in course packet if needed!)

Analyzing Running Records

After we have recorded markings on the running record, we need to decide which are miscues and count those.

Tally Self-Corrects.

Now we need to decide why the child made the miscues, why the child self-corrected . . . we need the cueing systems in order to do that.

(M) MEANING (SEMANTICS)

Child is using the pictures

The whole story is used

It “makes sense”.

Context of the sentence

Previous text they have read

Though a miscue is made the child is using meaning in attempting the word.

Meaning (Semantic) Examples

She walked across the busy street. road

My dog jumped over the fence. leaped

The girl is eating an apple. biting

My teacher helped me read the book.

story.

(S) STRUCTURE (SYNTACTIC)

Child uses up to and including the miscue, but not past it.

It “sounds right” grammatically to the miscue.

The words could occur together in the sentence.

Though a miscue is made, the child is using meaning of sentence structure to attempt the

word.

SYNTACTIC EXAMPLES

She walked after the busy sidewalk. across

My dog barked over the fence. jumped

The girl is sitting an apple. eating

My teacher showed me read the story. helped

(V) VISUAL (GRAPHOPHONIC)

The child uses sound and letter similarities

It “looks right”.

Words with similar beginnings/endings.

The child looks for visual patterns. Though a miscue is made, the child is using what they know about the look or sound of the words to attempt the word.

VISUAL EXAMPLES

She walked across the buy sidewalk. busy

Many dog jumped over the fence. My

The gorilla is eating an apple. girl

My teacher hoped me read the story. helped

Language Cueing System

MEANING:Semantic Cues

STRUCTURAL:Syntactic Cues

VISUAL:Graphophonic Cues

Comprehension

Analysis of Reading

Place M (meaning) S (structure) V (visual) in the analysis columns next to tallies.

Read the sentence up to and including the miscue.

Ask yourself, “Which part of the cueing system did the student use when making this miscue?”

Use your flipchart to help!

Analysis of Reading

Circle the parts of the cueing system that were used. (We are looking for what the child does well, not what the child doesn’t know.)

Self-Corrects: You will have two MSV’s for self-correct column. One for

the Error and one for the Self-correct.

After you have analyzed all MSV’s, count up the circles and place total at the bottom of the reading record.

These numbers indicate strengths and areas of need.

A complete running record

Recording the RR

Scoring the RR

Analyzing the RR

Listening to the retelling & scoring on a rubric

Considering the fluency

Making instructional decisions!

Reader’s Notebook Groups

Share Double Entry Journals: excerpts & responsesDiscuss OOMM: • Melody’s friendships• School/teacher’s role in educating students/ teachers/parents about disabilities• Character you connect with?• Character you are most annoyed with

QuestioningQuestioning

• Questioning engages us with reading, keeps us wondering, creates curiosity

• While children naturally question, we want to help them get beyond literal questions

• Higher level questions need to be modeled and taught with literature that keeps children interested and engaged

• Questioning can be practiced with any genre!• Good readers:

- ask questions before, during, and after reading- understand that some answers will be found in text, others will not- ask questions for many purposes

What makes a “good” question?What should we be modeling?

• It makes you think!• There is more than one answer• It might make you reread to gain more

information• Can be asked in different ways• Can’t be answered from information in the

book• Makes you think about your own life• Makes you want to read more and learn the

answer• Promotes discussion and sharing of opinions• Cannot be answered quickly• The answer can change when you discuss

with others(Questioning Strategies to Deepen Comprehension, Angela Maiers, 2008)

For next week…with Out of My Mind

• Record questions you have as you read• Note any questions you have after you

complete the book• Use the handout to evaluate the types

of questions you produced.• Create model questions for any

categories you are missing. Important to have these models for students to encourage higher level questioning.

• Note which questions were answered (a), which are still lingering (l), which require discussion (d)!

Assessment #4 (Conference & Running Record)

Sample conferences on Blackboard (assignments tab). I recommend you watch these before you meet with your students.

Be prepared to take a running record. Have a goal for the student.

Keep good records: running record, anecdotal notes.

Complete all parts of running record: prediction, running record, retell.

Follow the running record with conversation: goal, what they do well as a reader, their thinking about reading, etc.

Literacy Strategy Project A look at the assignment and expectations

Must use text with your strategy: children’s lit, magazine article, website reading, non-fiction text, textbooks, reading series, etc.

Directions in syllabus on pages 17-19.

Note lesson plan requirements.

See the schedule for your presentation date.

You will need to teach this strategy in your placement by your presentation date.

Sample presentations.