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
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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 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
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 retelling
See also packet 42-49
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?
Reading rate is only one part of fluency
Prosody: 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
Take the quiz-
So what does this mean for comprehension instruction?
1. Grw 11. dlghtfl
2. Knw 12. Hnd
3. Nd 13. crd
4. Ws 14. rmn
5. Whn 15. ths
6. Ld 16. btwn
7. Grdn 17. hncfrth
8. Flwr 18. mst
9. t 19. knw
10. Spps 20. Tw
Taken from: Wilde, S. (2000). Miscue Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann
ll 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.
Metacognition- "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.
Translating or paraphrasing; consider having students translate into multiple sign systems as well as multiple languages or dialects
Checklists for comprehension strategies
These need not be formal assessments
They can be used in instruction and for ongoing informal assessment.