Week 4

Today’s Topics Miscue Analysis Fluency

Review of Procedures for RR/MA Converse 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, text

Ask permission to record Record child reading

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

Harry Potter RR/MA

and Analysis

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: (CD) Red flags with Evan’s Harry Potter reading

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

Review student reading Using your RR/MA from Don’t Let the

Pigeon Drive the Bus do the following: Discuss your annotations with your group Discuss your completion of the analysis

form

I will circulate to answer questions

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%

Retelling Johnston 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 retellingSee also packet 42-49

What do we know? What assessments have we done?

What do they tell us? What do we need to know more about

Possible strategies/goals?

Assessment/Instruction cycle Be sure to be completing the

assessment sheet from the first day!

Discussion of Reading: RMA Initial responses to RMA In 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?

Assessing your Fluency…

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

comprehension.Procedures for measuring reading rate

(handout) Can be done in conjunction with miscue analysis WPM or CWPM Can 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

Exit slip3 ideas that you might

consider trying with a students2 connections to the article/

discussion1 question you still have

about using digital literacies/miscue analysis/running records with students

For Thursday Add to assessment chart Add any big ideas to wiki CW 6, 7,8 Complete Key Concepts

Organizer while reading Comprehension Article –on wiki Continue working on tool kit-bring

questions

Choice Words

Using the Key Concepts Organizer that you filled out for the 3 chapters we will do the following: Get into groups of 4 Discuss in your groups the key concepts that you

wrote about; make connections across your groups How do these ideas/concepts connect with what

we’ve been discussing? We will then come back to a large group

discussion

Comprehension QuizTake the quiz- How did you do? What did you do? What does this tell us about

comprehension?So what does this mean for

comprehension instruction?

Exercise #11. Grw 11. dlghtfl2. Knw 12. Hnd3. Nd 13. crd4. Ws 14. rmn5. Whn 15. ths6. Ld 16. btwn7. Grdn 17. hncfrth8. Flwr 18. mst9. t 19. knw10. Spps 20. Tw Taken from: Wilde, S. (2000). Miscue

Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann

Exercise #2ll chldrn, xcpt n, grw p. thy sn knw tht thy wll

grw p, nd th wy Wndy knw ws ths. N dy whn sh ws tw yrs ld sh ws plyng n a grdn, nd sh plckd nthr flwr nd rn wth t t thr mthr. I spps sh mst hv lkd rthr dlghtfl, fr Mrs. Drlng pt hr hnd t hr hrt nd crd, “h, why cn’t y rmn lk ths vr!” ths ws ll tht pssd btwn thm n th sbjct, bt hncfrth, Wndy knw th th, sh mst grw p. y lwys knw ftr y r tw. Tw s th begnnng f th nd.

Turn and Talk

What do the previous exercises say about what happens in your “Reader Mind” as you read?

What do they say about comprehension instruction

Make a connection- What can you do to make sure your comprehension instruction gets to the Heart of Reading?

Comprehension The process by which we read and get

meaning from text It is the heart of reading It happens while we read and as a result of

reading Different types of texts require different

comprehending strategies (Common Core stress reading of Informational Texts)

We also need to teach students how to think critically about texts. (Question, respond, challenge, connect)

What Readers Do Activate Prior Knowledge –Reader bring personality,

present mood, and memories, to a text. Each person’s experience of a text almost as unique. What readers bring to a text affects their ability to comprehend the author’s words.

Make Connections –Experience and background knowledge help us make connections. These connections help us construct a deeper understanding of the text.-Text to Self-Text to Text-Text to World

Predict –Prior experience and background knowledge to form opinions as to what we think will happen in text.

What Readers DoQuestion–Good readers assess what they

already know and decide what they need to learn from a text.

Visualize– Readers create pictures in their minds as they read text. This is based on our prior experiences and background knowledge.

Determine What is Important – Using prior knowledge and determining a purpose for reading helps readers to separate unimportant information from key points.

What Readers Do• Infer– Reading between the lines to

determine a character’s motivation and personality, to discover themes, and to identify the main points in informational texts.

• Synthesize – This involves determining the main idea of a passage or chapter and choosing points that relate to that idea.

• Monitor Comprehension – Being aware of and pinpointing confusing passages and vocabulary that cause meaning to break down and being able to tackle them on the spot.

Reading is ThinkingMetacognition- "big thinking." You are

thinking about thinking. During this process you are examining your brain's processing.

Metacognitive Strategies- help students to "think about their thinking" before, during, and after they read.

Teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information.

ComprehensionMeaning-makingA primary goal of literacy practicesComprehension is difficult to measure

because people understand texts differently Focus less on “if” a student comprehended

a text and more on “how” she comprehended it.

Focus on efforts to build students’ metacognitive awareness—their awareness of the strategies they use to think about texts

Teaching ComprehensionReading should make sense!

If it doesn’t, you need to stop and ask why

Teach students to monitor their own readingNoticing when things aren’t quite rightReading the “world,” not just the wordTeach strategies for constructing

meaningBe wary of teaching comprehension strategies in lock-step or uniform waysFlexibilityIntentionality

More Comprehension Assessments Translating or paraphrasing; consider

having students translate into multiple sign systems as well as multiple languages or dialects

Think Alouds Checklists for comprehension strategiesThese need not be formal assessmentsThey can be used in instruction and for

ongoing informal assessment.

Explicit and Strategic Instruction

Explicit Instruction Demonstration (modeling) Guided Practice Independent PracticeStrategic Instruction Explains what to do Shows how to do it Explains when to use the strategy and when it

might be useful (When and Why we’re doing it)

Interviews vs. Surveys What might you say about the pros and cons

of an interview vs. a survey? How might each one effect your tutoring?

What are you thinking about using in order to get to know your student?

Why are you choosing the method you are choosing?

Think about/discuss how you might position your tutee with the method(s) you choose.

Lesson PlansWhat will your assessment and lesson plans look

like? Samples What about your first plans will help you

learn about: Your student as a human being? Your student’s literacy development and/or attitude

toward literacy?When writing assessment and tutoring plans:

Be specific in your language, actually including some of the specific words you might say. Think Choice Words!

Think about how you word things, and what your words imply about the teacher/student relationship

Think about time Email initial plan by class time Thursday; if needed,

revised plans will be brought to tutoring on Tuesday

Review of assessment strategies Getting to know you and self-concept

Interview (formal or informal) Interest inventories Reading interest and attitude surveys Homelitsurvey.doc Home literacy survey

CAP and Observation survey components Developmental checklists Fluency/Reading rate Comprehension

Retell (see different alternatives in packet) Questioning Think-alouds

Running Records, Miscue Analysis, and RMA Writing rubrics and checklists Anecdotal Notes Classroom observation

Observations Anecdotal records Interviews Interest Inventories Standards Benchmarks Running Records Miscue Analysis Writing sample Checklists

Types of Assessment

The first three sessionsCollect data on reading, writing, listening,

speaking, viewing, visually-representingGet to know your student as a personEstablish and build a rapport with your

student Introduce yourself to the child’s teacher--

via email or in personFamiliarize yourself with the school Set up a time to come in and observe

your student the whole class environment

For Thursday & TuesdayTutoring Kit due Tuesday. I will assess

them while we are at Milner.You need to plan out your first session

with your student. A “get to know you” plan. Place your plan in DropBox by class time on Thursday.

I will notify you if you need to revise your plan and you will then need to bring a revised plan to tutoring on Tuesday.