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Transcript of Come in and be sure to sign in. Topics for today Codeswitching article Cueing systems Recording and...
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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?