Analyzing Oral Reading and Assessing Fluency

1. Analyzing Oral Reading and Assessing Fluency

2. Question of the Day • http://www.polleverywhere.com/multiple_choice_polls/LTg0MDE2MzY2NA

3. Fluency Presentations

4. Today’s Class • Discuss Inquiry Group Guidelines • Place name on wiki for Inquiry Assessment • Review Progress Monitoring • Analyze Miscue Analysis and Running Record data • Summarize the findings from MA data • Describe Assessments for Fluency • Select Instructional Strategies

5. Inquiry Groups Thoroughly Research and Critically Analyze one of the many “High Stakes assessments”used in the schools • Guidelines

6. Refocusing on Assessment Illinois Certification Testing System • Reading Teacher • Reading Specialist

7. Progress Monitoring Routine assessment of a student’s progress on certain key indicators, which may be compared to the typical progress of the students in the same grade. (Bell and McCallum, 2005)

8. Why do we do it? • Accountability • To measure growth individuals and groups • Collect data for support personnel (school psychologist, special educators, reading specialists) to determine if a student needs support services • Accountability

9. IRIs What will you assess with an IRI? Oral Reading Record: • Word Identification in context • Analysis of Miscues • Reading Rate in WPM and CWPM Of course- this must always be connected with some sort of comprehension assessment

10. Why MA? Miscue Analysis is a window into the reading process. Teachers try to come to some understandings about how readers are making sense of texts. (Goodman, 1973) • Readers are actively constructing meaning • All readers miscue • Readers use the cueing systems interchangeably to make sense of texts • Overuse of one cueing system or lack of use of a cueing system impacts comprehension and fluency • Miscue Analysis helps students gain insight to themselves as a reader

11. Analyzing a Miscue Analysis Symbol Review- How do you mark… • Correct Word • Omission • Insertion • Substitution • Pause • No Attempt or Assistance • Self-Correct • Reversal • Repetition

12. Running Records An Observation Survey: Developed by Marie Clay (1993) • A standardized assessment that measures early literacy behaviors • Letter Identification • Word Test • Concepts About Print • Writing Vocabulary • Hearing and Recording Sounds in Words • Text Reading (Running Record) • Used to determine an appropriate level of text difficulty • Records what the child does when reading continuous text • Analysis includes calculating errors to determine Accuracy and Error Rates, Error and Self-correct ratios • Identifies and Categorizes Reading Behaviors: MSV

13. Errors? Counted as Errors Not Counted as Errors Self Correct Hesitations Repetitions These need to be noted if they occur frequently (qualitative analysis) • Substitutions • Omissions • Insertions • No Attempt and Assistance • Reversals

14. Calculating the Data • Tally the information you recorded • Count the number of miscues • Determine what Cueing System the student was using or not using when he/she made the miscue • Calculate • Error Rate (E/W x 100) • Accuracy (%, 100-ER) • Self-correction rate (ratio, SC:SC + E)

15. Involving the Student: RMA Retrospective Miscue Analysis: Readers listen to a recording of their readings and describe the types of miscues they make. They can also discuss the why they made a particular miscue and the “quality” of their miscues. This develops better understanding of themselves as readers and the reading process. See: Using Retrospective Miscue Analysis to Inquire: Learning from Michael (Wiki)

16. High Quality Miscues • Many miscues readers make are acceptable. (They do not change the meaning of the text and/or they are follow the conventional grammar rules) • In some cases, a substituted word can convey a more vivid word than the author’s word. The reader is reading his/her interpretation into the text. Ex: The wolf called, “Little pig, little pig… Reader substitutes “cried” for “called”

17. Another Example Text: So the next morning, the wife went off to the forest. The husband stayed home and began to do his wife’s work. Reading: So the next day, the wife went off to the forest. The husband stayed home and began to do his wife’s job.

18. How can this be done with authentic texts? • Get a ballpark estimate of student’s reading level • Select a text using readability formula • Conduct a MA/RR with the student • Analyze the data • Determine strengths and areas for growth • Select strategies

19. Let’s practice • Use the in-comprehension reading rubric as we listen to the students read and retell • Get with a partner… discuss your thoughts and analysis. • What is this assessment more like: MA or RR • What is the benefit to this rubric?

20. Next time • Bring and analysis of your “students” with you • Review RMA article

21. Question of the Day • http://www.polleverywhere.com/multiple_choice_polls/LTg0MDE2MzY2NA

22. Today’s Class • Summarize the findings from MA data • Describe Assessments for Fluency • Select Instructional Strategies

23. Readability and Leveled Texts Turn and Talk: How can you level a text? • IEP Readability Scale • Smog Readability Scale • Word Readability • Online Resources • Lexile Measures • Ranges from 200L to 1700L • Used in many districts around the country and has been around for about 50 years • Children are assessed and given an “lexile score”(Score correlates to a grade level) • Database helps match books and readers

24. Lexile • Students’ Reading Level is assessed and given a Lexile Score • Scores correlate with a grade level • Many books have already been leveled and given a Lexile score • Teachers, Students and Parents select materials for the student by matching the Lexile scores

25. Reviewing our readers

26. Summarizing the Data • Look at the Oral Reading Data and use scoring sheet of your choice • What patterns do you notice? • What are the reader’s strengths and where does this person need to grow as a reader? • What would your next steps as the teacher be? • Strategies?

27. Assessing Oral Language • Tools we have for assessing fluency and reading rate: • Words per Minute • Oral reading rubrics • DIBELS Oral Reading Fluency Use the Rubric to assess the following http://www.youtube.com/watch?v=01qapiaYnBU&feature=related Don’t Let the Pigeon Drive the Bus

28. Assessing Oral Language • Tools we have for assessing fluency and reading rate: • Oral reading rubric • Multidimensional Fluency Scale Choose one of the methods and practice using it as we listen to reading. Or http://www.youtube.com/watch?v=xR0-aMLx6E0 or http://www.youtube.com/watch?v=zChENpc87AA or http://www.youtube.com/watch?v=yIytn4NYPj4

29. Oral Reading Rate 1. Words in the passage= 250 2. 250x60= 15000 3. Time the reading (150 seconds) 4. 15000/150= 100 5. Use the table (for “C(orrect)WPM, subtract the number of miscues=12, from #4) So 88

30. Strategies for Developing Fluency • Model Fluent Reading (Read-aloud) • Shared Reading • Repeated Readings • Work with High Frequency Words to Develop Automatcity Strategy Ideas: • Busy Teacher Café http://www.busyteacherscafe.com/literacy/fluency.html

31. Looking Ahead (Home Stretch!) • Next week: Inquiry Group Work time ( No class meetings) • Week of 11/7: Comprehension • Reading Diagnosis, Ch. 5 • Looking ahead: • Inquiry Group Presentations, Nov 14th and 16th • Observation Due Date and Discussion, 12/5