February 6, 2012

Analyze Running Record for Busy Beavers Review calculating reading level of texts Practice using Miscue Analysis Using RR and MA data to inform instruction Tutoring Plans

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

Counted as Errors

Substitutions Omissions Insertions No Attempt and

Assistance Reversals

Not Counted as Errors

Self Correct Hesitations Repetitions

These need to be noted if they occur frequently (qualitative analysis)

Tally the information you recorded Count the number of miscues: self-corrects and

errors 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)

1. Count the number of words in the passage

2. Count the number of errors3. Count the number of self-corrections4. Calculate Accuracy Rate, Error Rate and

Self-correction ratio

What tools do you remember from C&I 208 to determine the readability of a text?

You Be the Teacher- Pick one from the list and explain it to the class

What tools do you remember from C&I 208 to determine the readability of a text?

You Be the Teacher- Pick one from the list and explain it to the class

Readability is based on the following assumptions

As reading material becomes more difficult, the length of the words tend to become longer.

Since reading material becomes more difficult according to grade level, it is possible to develop a scale which will reflect this.

Have the child open the text and start reading

If there are 5 words on the page that the child does not know, the book is too difficult

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”◦ Database contains the lexile measures

Use the Qualitative Reading Inventory-4 (Posted on Blackboard)

This will only give you a ballpark figure! When using them to determine reading

level, start a level or two below the student’s grade level.

Upon determining a grade level based on the word lists, ask a student to start reading (i.e., for a RR or MA) one level lower.

What an adult assumes to be erroneous often reflects development in the child. Children’s expressions of language or inventions, reflect their current schemas, or working models for how language works” (Owacki & Goodman, 2002)

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

Choose a strip with a quote from the article. Find the others that have the same quote. Discuss the following:

◦ What is the quote saying about reading and/or assessment?

◦ What questions do you have about the quote?◦ Compare this to the Miscue Made Simple reading◦ Can others in the group come up with an answer

to the questions?◦ How can you apply this idea to your tutoring

session?The shortest person in the group is the recorder. The

tallest person in the group is the reporter.

Review the coding sheet Questions about symbols or what the

miscues mean? Evan’s reading of Harry Potter and the Order

of the Phoenix We will use the Qualitative Summary of

Miscues to analyze Strengths Areas to focus instruction Find strategies (Improving Reading, 208 text,

Web sites, teacher resource books, readwritethink.org, )

Retelling- After reading a passage or a book, the child tells in his/her own words what the passage was about (story elements, sequence of events)Prompts can be used if needed (see handout)

Evan’s retell

Revisiting the Assessment Chart What tools and assessments do we have

that we can use with our students?

What resources do we have for ideas for instructional strategies?

Template is posted on the Wiki Look at examples With a partner, discuss what you think you

might do for the first three sessions What might your goals be for the sessions? What books might you use? What materials might you use? What learning activities?

For more practice: ◦Print off “Pigeon” text◦Listen to Harrison reading◦Practice taking a Running Record◦Bring it to class on Wednesday and we

will discuss it.

PMI Review (Plus, Minus, Interesting)On a piece of paper write the following:Plus- Something that you found particularly

interesting or useful in classMinus- Something that was confusing, unpleasant,

repetitive, or unhelpfulInteresting- Anything that you want to say about

the class, share about yourself or question you would like answered

Improving Reading, Ch. 1 Start familiarizing yourself with Interest

Inventories and Surveys (Links on Wiki) Read What is Fluency, PKT pp. 51-76 We will discuss planning tutoring

sessions. Examples of lesson plans. Bring a blank copy of the template.

(Draft will be due on February 15, Final copy due on February 20)