Retrospective Miscue Analysis and its Use

With Struggling Elementary Readers:

An Educational Grant Proposal

by

Andrew Sherman

A Grant Proposal Project Report Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree

In

Education

Approved: 2 Semester Credits

The Graduate School

University of Wisconsin-Stout

May, 2010

Author:

The Graduate School University of Wisconsin-Stout

Menomonie, WI Sherman, Andrew E

11

Title: Retrospective Miscue Analysis and its Use witli Struggling Elementary Readers:

An Educational Grant Proposal

Graduate Degree/ Major: MS Education

Research Advisor: Kimberly Martinez, PH.D.

MonthNear: May, 2010

Number of Pages: 39

Style Manual Used: American Psychological Association. 5th Edition

Abstract

Teachers of struggling readers in the Sauk Prairie School District need better technology and

different strategies to assist in the improvement of reading fluency and comprehension. Surveys

have been delivered, collected, and analyzed to determine that CUJ1'ent teachers of the Sauk

Prairie School District feel they are ill prepared to help struggling readers increase their fluency

and comprehension. The teachers are looking for a new technique that they can add to their

professional repelioire.

By pairing the use of the Retrospective Miscue Analysis with digital recorders, struggling

readers will learn to recognize and eliminate many miscues in their reading. Grant funding

would allow the Sauk Prairie School District to purchase the necessary equipment, provide

training for staff, and allow for the development of cUlTiculum that can support improved reading

instruction. Results and information will be shared through local media outlets, along with

student and staff presentations to local officials.

111

The Graduate School

University of Wisconsin-Stout

Menomonie, WI

Acknowledgements

IV

I would like to thank Dr. Kimberly Martinez whose guidance and excellent feedback allowed for

the completion of this grant proposal thesis paper. I would also like to thank Dr. Caroline Heitz

and Dr. Caroline HOlion both of the Reading Teacher Certification Program at the University of

Wisconsin-Stout. Their expertise and understanding helped shape the type of person and student

that I have become.

v

T ABLE OF CONTENTS

ABSTRACT ................................................................................................... ii

Chapter I: Introduction ....................................................................................... 1 Statement of the Problem .. .......................................................................... 1

Purpose of the Grant Proposal ..................................................................... 1

Definition o.fTerms .................................... ............................................... 2

Methodology .......................................................................................... 3

Chapter II: Literature Review ............................................................................... 4 Introduction of Research Supported Problem .. ............................................. ... ..... .4

SlllnmalY ........ .... ... ................................................ . ........ ................. ...... 5

Chapter III: Project Goals and Objectives ................................................................. 7 In-Service Training ................................................................................... 7

Struggling Readers Will be Chosen ..................................................... .. ......... 7

Results Will be Analyzed ............................................................................. 7

Post-Survey to Students, Parents, and Teachers ................................................. 7

Chapter IV: Project Methodology .......................................................................... 9 Significance Statement ................................................................................ 9

Action Plan and Timeline Table ..................................................... .. .. ......... 12

Evaluation Plan ..................................................................................... 12

Dissemination Plan .................................................................................. 13

Budget and Budget Table ......................................................... ... ............... 14

References ....................................................................................................... 16

Appendix A: Cover Letter. ... ... ..... . ............................................... . .................... 18

Appendix B: Grant Foundation Proposal Request. ........ . .......... ........ ... .. ......... . ........... 19

Appendix C: Teacher Pre-Survey ......................................................................... 21

Appendix D: Teacher, Student, and Parent Post-Surveys ............................................. 22

Appendix E: Developmental Reading Assessment Example .......................................... 25

Chapter I: Introduction

Statement of the Problem

Ideally, students would be able to read at appropriate reading rates that would allow for

conversation-like oral reading. A reading rate is the measure of a student's ability to read a

cel1ain number of words correctly in a minute. Reading rates help determine if students are at,

below, or above grade level in their reading fluency. An appropriate reading rate would allow

students to exel1 their energies and mental strategies toward understanding the text.

However, many teachers work with students who have reading rates from first grade

through almost high school levels. Many of the students who struggle with their reading have

major difficulties with fluency. They read in very choppy phrases, often times reading word by

word. They also often add or omit words that are not in the text. Some of the readers realize this

and spend a great deal of time self-correcting or trying to figure out why what they just read does

not make sense. The amount of energy they are spending to decode and accurately read each

word is in turn limiting the amount of energy they can spend on comprehension.

Purpose of the Grant Proposal

According to Goodman (1996), learning from careful observation is basic to all scientific

endeavors; learning from our students as we watch them learn is important not only for the

planning of cuniculum and instruction but also for constantly expanding our knowledge about

teaching and learning. Also, according to Moore and Aspergren (2001) this approach empowers

learners to make choices and see themselves as readers.

In a survey given to 22 classroom teachers and 4 special education teachers at Grand

Avenue Elementary School in the Sauk Prailie School District, 18 felt that they were not

prepared well enough to meet the demands of struggling readers. Twenty of the total number

2

surveyed were interested in learning more about how to help struggling readers, and they felt that

the RMA method may be a very useful tool in aiding them to help their students who struggle

with reading.

The National Reading Panel (2000) found that 44% of a national representative sampling

of fOUlih grade students were found to be disfluent. The Panel concludes, "Children who do not

develop reading fluency, no matter how blight they are, will continue to read slowly and with

great effort (12)." Therefore, teachers need to help struggling readers gain fluency and the

ability to recognize their own miscues in their oral reading. This will greatly increase the

amount of material that they can comprehend. The Retrospective Miscue Analysis is a procedure

in which the student reads aloud and is recorded. The student then listens to their reading and

records the miscues on a copy of the text. The student, with the help of a teacher, will analyze

and learn from the miscues. This is believed to help the student eliminate substitutions and

omissions in their oral reading. The Sauk Prairie School District currently does not use the

Retrospective Miscue Analysis as a strategy for remediation of reading.

Definition a/Terms

Developmental Reading Assessment (DRA) is the assessment package that the Sauk

Prairie School District uses throughout the year to assess a student's reading abilities. The DRA,

created 20 years ago was designed to identify students' reading achievement through systematic

observation, recording, and evaluation of performance (Pearson, 2010). The instrument uses an

oral reading section to assess fluency and miscues and a section in which the students write their

answers to comprehension questions.

Fluency, according to Caldwell and Leslie (2005), "involves three things: accuracy,

speed, and expression (p. 75) ."

Words Correct p er Minute (WCPM) is the number of words that a student can read

accurately while reading aloud to a teacher in one minute.

3

Running Record according to Routman (2003) as "Sitting right next to a student, the

teacher listens to the student read a new or familiar text out loud and makes notations for every

word, indicating the student's accurate reading as well as the errors and corrections; mostly used

for developing readers in K-2 or with older students still learning to read (p. A-16)."

Meaning-Appropriate Cue according to Shea (2006) is making a miscue in which the

substituted word fits within the context of the words around it.

Syntactic Cue according to Shea (2006) is making a miscue in which the grammar of the

sentence is maintained correctly.

Visual Cue according to Shea (2006) is making a miscue in which the student predicts the

word based on the letters that they recognize and replace with a familiar word.

High Quality Miscue is a term used in the Retrospective Miscue Analysis that signifies

that a student has made a substitution within a text that makes sense in the sentence but does not

match the word exactly written in the text. Since it is a goal to have students read for meaning,

this type of miscue indicates that the student is retaining the meaning of the text yet simply not

paying attention to graphophonic cues.

Methodology

The oral reading of struggling fifth graders using the retrospective miscue analysis as a

strategy will be analyzed to determine if it will allow for more fluent reading by limiting the

number of substitutions and omissions. Analysis of reading fluency will be determined by a

student's oral reading, analyzing the words COITect per minute and comparing to previous data.

4

Chapter II: Literature Review

Classroom reading instruction should be of high quality and informed by the available

research. This would mean, for instance, that classroom reading instruction would provide

lessons that were personalized to students' needs as opposed to simply moving all students

through a single, standard core reading program (Allington, 2006). Retrospective Miscue

Analysis (RMA) is an instructional strategy that aims to heighten a reader's awareness of the

reading process by recording him or her reading aloud and then later involving the reader in a

discussion of the recorded reading, noting places where the observed response varied from the

expected response based on what was printed in the text (Wurr, Theurer, & Kim, 2009). Studies

by Paulson and Mason-Egan (2007) and Goodman (1996) all support the use of RMA to help

struggling readers. Any deviation from the text, which is printed, is called a miscue and can

allow the evaluator to recognize ways in which a reader is interacting with the text. According to

Wurr, Theurer, and Kim (2009), when readers analyze their own miscues, they become more

aware of the reading strategies they use. By engaging readers in the process of analyzing their

own miscues, teachers attempt to make readers more cognizant of their own reading strategies,

building on their strengths as readers while also dispelling any misconceptions about the reading

process . RMA combines the power of personal interaction with constructing knowledge in a

social context (Theurer, 2002). Paulson and Mason-Egan (2007) state, "readers' miscues are

frequently used as diagnostic assessment measures, particularly when teachers want an in-depth

look at the strengths and weaknesses of individual readers. This information can be used in

planning instructional lessons Miscues are unexpected responses cued by the reader's knowledge

of his or her language and concepts of the world ... when expected and unexpected responses

match, teachers get few insights into this process (p.3). " When they do not match and a miscue

results, teachers as researchers have a ' window ' on the reading process (Moore & Gilles, 2005).

5

The National Institute of Child Health and Human Development (NICHD, 2000) released

its influential Report of the National Reading Panel, defining fluency as "the ability to read text

quickly, accurately, and with proper expression" (p . 11). The definition of fluency has focused

around oral reading. Oral reading is important, but the definition also needs to encompass silent

reading and comprehension. Taylor (2006) believes fluency in oral reading is widely embraced

as a key goal in the primary grades as well as repeat oral reading as a means of developing such

fluency. Expressive oral reading can help very early readers realize that printed words relate to

each other as expressions of language. However, there are pitfalls in and an over stress on oral

reading that must be understood. In addition, there must be a balance between oral reading

practice and silent reading practice if meaningful goals in silent reading are to be attained.

A correlation has been found between fluency and comprehension. The National

Assessment of Educational Progress in Reading conducted a large-scale data analysis and found

that a significant, positive relationship exists between oral reading fluency and reading

comprehension (Pinnell, Pikulski, Wixson, Campbell, Gough, & Beatty, 1995). Pikulski and

Chard (2005) offer this definition that combines the idea of oral reading, silent reading, and

comprehension: "Reading fluency refers to efficient, effective word-recognition skills that permit

a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive

oral reading and is applied during, and makes possible, silent reading comprehension (p . 510)."

Summary

By placing an emphasis on high quality reading instruction and the use of strategies such

as the Retrospective Miscue Analysis, struggling readers can be helped. Fluency instruction is so

6

crucial in allowing for a much higher level of comprehension for readers. The use of RMA gives

students and teachers the ability to analyze miscues and to allow for a metacognitive awareness

that will hopefully reduce miscues and increase comprehension.

7

Chapter III: Project Goals and Objectives

The project's goals focus around the use of the Retrospective Miscue Analysis Method as

a strategy that teachers can use to help struggling readers manage the number of miscues they

make while reading. The teachers in the Sauk Prairie School District do not use the RMA as a

strategy. The goal of the project is to provide training and to determine if the use of the RMA

will help the struggl ing readers of the Sauk Prairie School District.

In-Service Time Will be Provided to Instruct Teachers on the RMA Method

Teachers will be provided with in-service time to instruct and practice using the RMA

method during the summer so that they may begin the use of the method in the fall.

Struggling Readers Will be Chosen Based on the Recommendations of Classroom Teachers

After the in-service training, teachers will recommend struggling readers who may

benefit from the use of the RMA Method. In the Sauk Prairie School District, readers who are

two grade levels below their current grade based on the DRA given at the beginning of the year

are considered to be struggling readers.

Results of Student's oral reading running record and words correct per minute will be analyzed

to determine the effectiveness of the RMA method

Students will be given fluency assessment and running record before beginning RMA and

after using RMA for a period from October to December. The pre and post assessment results

will be compared to determine the type and amount of growth the students have experienced in

fluency and use of reading strategies.

Teachers. students, and parents will be surveyed to determine the effectiveness and usefulness of

the RMA method

8

A survey will be given to all parents and students who were taught the use of the RMA to

determine the perceptions of the method . Teachers who use the RMA will also be given the

survey to detennine their perception of its usefulness .

9

Chapter IV: Project Methodology

Significance Statement

The Retrospective Miscue Analysis (RMA) is a very important and useful tool in helping

struggling readers become better at understanding the types of miscues they are making while

they read. By recognizing the miscues and learning strategies to reduce the miscues, students

can increase their fluency. The teacher also uses the types of cues that a student may be using to

help decrease the miscues. There are three types of cues a student will use when making a

miscue, meaning-appropriate, visual, and syntactic cues . The benefit of improving fluency

would promote students' ability to comprehend more of what they read. The RMA can help

influence an individual student's ability to comprehend and read more accurately.

The students will benefit a great deal from the opportunity to work one-on-one with a

teacher who will teach the use and importance of the RMA. The first step of the RMA method

allows for a student to read orally a story or piece of text that is appropriate based on the reader's

instructional reading level. The teacher gives no assistance to the students while they are

read ing: she is simply administering a running record of the reading. The reading of the text and

a retelling at the end is recorded during the session.

After the reading session, the teacher will listen to the reading and mark miscues on a

copy of the text. The teacher will then analyze the miscues to determine an instructional plan for

the student. The teacher then needs to determine if she will allow the student to listen to the

recorded reading. In this manner she would stop the recorder when the student hears a miscue

and then she would discuss the type of miscue with the student. Another alternative is to have the

miscues already marked and present so that the teacher can help the student to focus on a celiain

type. Information about the specific type of miscues that the student made would be shared.

10

The student will leam how to correct those miscues so he can improve his reading strategies. The

teacher would then have a conversation with the student about the miscues and determine if they

are "high quality miscues". These are miscues that do not break down the meaning of the text.

An example would be substituting a word that has the same meaning, but is a variation of the

text, such as replacing a boy's name from the text with "him" or " his." The conversation would

focus on the miscue and whether it makes sense. If it does, the teacher helps the student

understand that he is still a good reader and people generally make those kinds of smart

substitutions. The teacher and the student may focus on why the student is making the miscue.

It may be due to the fact that the word the student replaced is visually close. If they look similar

and the student chooses a word that makes sense but is not accurate, a conversation about

strategies will be presented to correct the miscue. If the miscue does not make sense, then the

teacher and the student will discuss strategies to decode the word more accurately. Teachers can

help students understand the process of reading by analyzing the miscues that they make.

Teachers can determine if students are making predictions and thinking throughout a story if they

are making smali substitutions.

When students stop the recorder and identify their own miscues, it allows the teacher to

understand more of the metacognitive processes and reading strategies that the students are

using. These conversations allow for the teacher to have a better understanding of the types of

miscues a student makes. Some miscues are more acceptable errors than others .

When discussing the miscues, the teacher will ask questions helping the students to

understand why they may have made the miscue and if they feel that other readers may make the

same miscue. This will allow students to revalue themselves as better readers. Most struggling

readers have been evaluated several times before and are used to teachers telling them what they

1 I

have done wrong. The RMA can allow the student to see that they are not a bad reader and that

the miscues they are making can be high quality. They may also be able to realize that they can

analyze their own miscues without the teacher telling them what they have done wrong.

The intent of the RMA is that students will recognize miscues as they are reading and

self-colTect them, which will lead to better fluency. Fluency is highly linked to comprehension.

If a student is struggling with the fluency, the comprehension cannot be there. The increase in

fluency and comprehension will permit the student to improve and increase their reading level.

Literacy is the cornerstone to being a productive member of our society. The use of the

RMA will openly benefit those who are receiving the extra assistance, but eventually it will

profit the entire classroom. As fluency, comprehension, and reading levels improve, the teacher

would be able to have many more of the students effectively read the class texts. Many of the

texts are written at a level that is too difficult for several of the students, especially those who

struggle. By using the RMA students may be able to improve their reading ability so that they

are able to successfully read grade level texts.

12

Action Plan and Timeline R t e ros~ec lve lscue A I . G tT I' na YSIS ran line me

Analyze data from the survey to determine best use of grant money. May 2010

Use grant money to purchase digital recorders and to provide materials and presenters for in-service June/July 2010 training.

Teachers identify those students who are struggling with their reading fluency. Discussions will be

September 2010 held to facilitate the best use of the RMA method with these students. Teachers meet with individual students and use the RMA method between 3-5 times per week. October-December 2010

Post-project survey of teachers, students, and parents of the Sauk Prairie School District to January 2011 determine the effectiveness of the RMA method.

Survey results are analyzed.

January 2011

Summarized report of survey results and data of the use ofRMA with struggling readers is

February 2011 presented to the members of the Sauk Prairie School Board and the funding agency.

Evaluation Plan

A project report will be submitted upon the completion of the grant fiscal year, funded in

part by the Alliant Energy Foundation.

Detailed, accurate, complete records of expenditures made under the Alliant Energy

Foundation Community grant and participate actively in the evaluation of project activities will

be kept. Project activities will be evaluated in a survey completed by students, parents, and

teachers along with workshop evaluation forms.

13

Upon request, an audited financial statement of the income and expenditure related to the

grant by an independent certified public accountant, will be provided, as documentation that the

grant money is spent on the purposes for which it was provided.

Further evaluation of the Retrospective Miscue Analysis method's overall effectiveness

as an instructional reading method will be measured by student satisfaction and increased

reading scores. The effectiveness will be evaluated with a survey using the results of the

Developmental Reading Assessment.

Dissemination Plan

With literacy being so crucial to the livelihood of American society, it is important that

students, staff, parents and members of our community are made more aware of what they can do

to help struggling readers in our district. Information will be disseminated to community

members through the school newsletter, the school and village websites, as well as the local

newspapers. In addition, information will be shared with the school staff through monthly

workshops. Staff, students, and parents will be encouraged to continue to share the learned

information through word of mouth. A final report and presentation will be shared with the Sauk

Prairie School Board and submitted to the grant agency by the project manager.

14

Budget

I. Personnel Description Quantity and Cost Budget Request

Retrospective Miscue Analysis TraininK 1 day of training at $200 ~er day $200

II S erVlces /S r upplles

Description Quantity and Cost Budget Request

ICD-P620 Digital Voice 20 x $59.95 $1199.00

Recorder

Sandisk 2GB Memory Card 20 x $8.09 $161.80

Total Budget Request $1560.80

Budget Narrative

Grand A venue Elementary School currently has one teacher who has worked with the

Retrospective Miscue Analysis Method with struggling readers. He has worked with some

teachers, but he is willing to work with anyone who is interested in the use of this method to

help improve reader's accuracy, fluency, and comprehension in their reading. He will

provide a full day of training in July of2010 to all teachers interested. He will serve as a

resource for teachers, answer questions, give solutions to problems, and any other situation,

which may call for his expeliise. The requested personnel budget is $200.00, which is the

same rate that the Sauk Prairie School Distl;Ct pays teachers who lead in-service sessions.

The requested services/supplies budget is $1360.80, which includes 20 digital voice

recorders and 20 memory cards for each of the grade level classroom teachers interested in

using RMA at Grand A venue Elementary School.

15

The digital voice recorders are used during the Retrospective Miscue Analysis Method to

record a student's oral reading to allow for playback and recognition of the oral miscues

during reading. The digital voice recorders are a great tool in allowing the students to pause

and restart easily as they are listening to their own reading.

References

Allington, R.L. (2006). Research and the three-tier model. Reading Today, 23(5),20.

Caldwell, l.S. & Leslie, L. (2005). Intervention strategies to follow informal reading inventory

assessment. Boston, MA: Pearson.

Caldwell, l.S. & Leslie, L. (2005). Qualitative reading inl'e/1to/~y-4. Boston, MA: Pearson.

Goodman, Y.M. (1996). Revaluing readers while readers revalue themselves: Retrospective

miscue analysis. The Reading Teacher, 49(8),600-609.

Moore, R.A., & Gilles, C. (2005). Reading conversations: retrospective miscue analysis with

stlUggling readers, grades 4-12. Portsmouth, NH: Heinemann.

Moore, R.A., & Aspegren, C.M. (2001). Reflective conversations between two learners:

Retrospective miscue analysis. Journal of Adolescent & Adult Literacy, 44(6),492-503.

16

National Institute of Child Health and Human Development. (2000). Report of the National

Reading Panel. Teaching children to read: An evidence-based assessment of the scientific

research literature on reading and its implications for reading instruction. Washington,

DC: U.S. Govemment Printing Office.

Paulson, E.J., & Mason-Egan, P. (2007). Retrospective miscue analysis for stlUggling

postsecondary readers. Journal of Developmental Education, 31 (2), 2-13.

Pearson Education, Inc. (2010). Developmental reading assessment.

http://www.pearsonschool.comiindex.cfm?locator=PSZ16e&PMDBSUBCA TEGORYID

=28139&PMDBSITEID=2781&PMDBSUBSOLUTIONID=&PMDBSOLUTIONI0=67

24&PMDBSUBlECTAREAID=&PMDBCA TEGORYID=3289&PMDbProgramID=236

61.

Pikulski, J.1., & Chard, D.1. (200S). Fluency: bridge between decoding and reading

comprehension. The Reading Teacher, 58(6), SI 0-SI9.

Pinnell, G.S., Pikulski, J.J., Wixson, K.K., Campbell, J.R., Gough, P.B., & Beatty, A.S. (199S).

Listening to children read aloud. Washington, DC: Office of Educational Research and

Improvement, U.S. DepaJiment of Education.

Routman, R. (2003). Reading essentials. POlismouth, NH: Heinemann.

Shea, M. (2006). Where's the glitch? How to use running records with older readers.

Portsmouth, NH : Heinemann.

Taylor, S.E. (2006). Fluency in silent reading. Winooski, VT: Taylor

Associates/Communications, Inc.

Theurer, J .L., (2002). The power of retrospective miscue analysis: one pre-service teacher's

journey as she reconsiders the reading process. The Reading Matrix, 2(1)1-23.

Wurr, A.1., Theurer, J.L., & Kim, K.1. (2009). Retrospective miscue analysis with proficient

adult esl readers . Journal of Adolescent & Adult Literacy, 52(4),324-333.

17

May 17, 2010

Julie Bauer, Executive Director Alliant Energy Foundation 4902 N. Biltmore Lane P.O. Box 77007 Madison, WI 53707-1007

Dear Ms. Bauer:

Appendix A: Cover Letter

Please find my grant application for the Alliant Energy Community Grant enclosed for your review.

18

Many educators and community members are looking for techniques and strategies to help promote literacy within their community. Literacy is imperative for all districts to continue to improve our methods and strategies. Educating school district personnel on the use of the Retrospective Miscue Analysis will provide a positive strategy for improving literacy skills in the Sauk Prairie School District. It is the aim of this grant proposal to research the affects of utilizing the Retrospective Miscue Analysis with students who are struggling in reading to improve their overall literacy abilities. I am requesting $1 ,560.80 for this project in the anticipated hope of establishing a stronger reading remediation literacy program within the Sauk Prairie School District.

Your suppOli will give the Sauk Prairie School District an opportunity to provide staff and students of the district an opportunity to work and learn together about the use of the Retrospective Miscue Analysis method and its effect on the improvement of reading fluency and comprehension.

Please contact Andrew Sherman to answer any questions that you may have about the grant application by phone (608) 643-1927 or by email sherman@staff.saukpr.k12.wi .us. For more information about the Sauk Prairie School District, please visit our website at http://www.saukpr.k12.wi.usl. I look forward to healing from you soon.

Sincerely, Andrew E. Sherman Fifth Grade Teacher Sauk Prairie School District 213 Maple St. Sauk City, WI 53583

Appendix B: Grant Foundation Proposal Request

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HC~N ,Jid 't:ou '~wr;no It~ .lmconl b r~fN~llrom I~ AJ~:'-l En 0 roJy Fc4..n"1ol':n'? \\'1-1)' i!llt-if '1 r";'l!iOr~±f,;" an:'Jnllco y.(~:l? {P.t"t:r.o o!r. ~ I1l'p1J l q .t, ~ n' It,,,, !]""~'lI .c;J'nPJlrQ:;: I::. ltw IJIJf !7'1::JU'I' JlOi,1.!St;l' j~, tta~ p",jll.~t·pIl;)J.!D""'i

A, ORC'-4NIZATION

I Fhooo U. ( )

1.\"

1"3I::rl. WriJ.;.f 0' dll:A'orJll.t)]n obo,\») £·I,I,il Addr .. ~

rIP;! d O'Uunt: r..I~:-n

CJ S",~i:o ~~1 (';J(~) N: .... Plail 81>.:>;'1

+ P.)~j PoJrt-Tirr~ - mTAL P~t.y .:;b.id: th" prim;)ry -:V4Vi:y olh;.gor/ nl'/C(Jr Cof9Jniz:tll.:n(d,,,:ft. O.rtlll ~"~:::

0" Oi-I;:' 0 CubJr.nnd Art 0 Ed.t.:.~I~

F1w! w .. (firm I~'iil f.;~bw'r'J (f1 t.oh:.f d),:jJr ':f\~)lr£::ill;"m

Th .. C1¥i:Jlion id"nlfu.:i ,Jb,;t.,.;. doo!, nr.t ,:Ji'icrmll)~ .::nlho b..y.~ a rn~, r~90n , ,jJ~ 9"n~(, -,1o:oJJiJl c1'"t.;.nt;IIy.r~ n .. lr.nill cr):;n, d&-±iity, 'JolQrun dolt:u!., milri1r,1 c;bhH or d~r ~(,)~ .. ~t...d ftt.:I.Cf·l , :.rd rl¥il~ti( pror1):t.;.~ oororl~tl ::r-:; n \,':""',:0 <:If ~rrcri::;1 .:.:irJii", .. , a.nd, ~ ",w .. r,j~, WUIJ.-'O I~~ Ali.:-rt tnvr~n' r:(.'r,jol.:ri~ grnnl"b ';UFP-:ll pr't;..:I~ .u-,J F1'"';'9mm~ C(l rr.-i:l.;.nl Y1it. lhg kor{jl!?'ng. (]",;.ck O~ : lJ y~. W~ c.finnth.;; po icy ;., tb, \\,y do f'):t .)rtirm tho p:lK~'

8, PROJECT i PROGRAM ! lt~mATIVE

J9

B. PROJECT f PROGRAM Iit-IITIATIVE (Co .... r) I [)':"'!. Ih~:- t(JG?;t. indu:i., ;; Jhr~' (I):~'(

I , ~ )0.,

'l/h'JI l:i h .. d'(nr~r~t(c pcpJ1.:Jioll(G) l.ilr9QI~jb/lhD !=fl)~lF(c."S'::lm? [rfwd; aU til of DPpfy}

~':38: tJ Ywl},', CJ Adu~, '-1 .5~'~ ,. (.;.;r,j.;.{: C) f.lll. .:J F.>~"I.

Loc,]l (i~tc.(omrr/.r.'~) _ ______ _ _ ___ _ _ _ ____________________ _

,:::J C.:~"II·',\';j' ('f"':f~ ) ___ _____________ . _____ __ ______________ _

o Mul.i plwGoonliz ('"""lY) ____ ___ _ _____ _________ _ _____ ____ _ o Cbl:~Nij.;, (,~p~:iti!

C. RELATIONSHIPTO AlLlANT ENERGY AND ALLIANT ENERGY FOUNDATION

H., Ii" c'~ri;:Qb:on'''':<i,.j <'Jpp,rt iT·:m Al'>rj ~""rgy" Ih, ~Iilrl ~'''Tgj F,:'JOd,I':fl III >'i<. Ii.llh. ·:htv.. ",,3 amoun!<-, on Ih.l",l ,.., )';"",1 0 y", CJ 110

Lia. <lny .rrfbJ~l or rwbn;.Qttd Aliml ~llWrlJ}' 'lit,:. hr.iJ~ prc~ld~:I 'l~~h!oJrlC"'Nih Ihb: -+f~k<J);:n F(':i,":I~'J:('::9rnm I)r c.fSJlnC:illi:n io:I~:in9 ' ....... r (,~~ (Q ':J . 9co:.rd Ctljir, ,dun~, .;t;: .• ) (pi"o~ rtQ&n'o/;

D. ORGANIZATION FINANCIAL INFORMATION Whot iH~)'o.Jr,=u~t }'W-lr ~J:Ia".d "'pon;.,?

D..sng I~ CIJI1~rt. fi~':lll )~U, I1C/,\: much cf tho blJl Q~POrY~t:oj?W' I~ fe( al1mr-;!lr·:I.i\·.;.'o: ... ~d o:-f..:.fl'::";f.i'?

Oo;,.:.lhQ ofgllnir·:.I.:tJ r&-o.:.;:i ~·y :<Lfp:r1lrt>m Uni .. l \\'~/7 011>

Iltot p ... ' .... i clih • .,t.:./ bu;l,oI d:y~ lhG ropr~..;rt? -

10

Hol~ I~ ... O:C'9)rG:ot):'f' ~.p.;(~C.!it:i oln Cf!\Hilli-r.~ d"'i:i. {i. ...... ';(f'vrY..-wG Q/,,:......-Jlid w/ ~nlhr:;) in It,_ po!;;1 tll\) )'';''H~1 Pl.;..)~ ~pbjn th. ddj:i:(~) crd lh~phn for r ... tudng or ~ ,(mNtir.g it .{p(~OQjj/J N t, .. ..,(}

o y:" 0 il>

E. AUTHORIZATION

1h.;. a-q.lr'l-lnon'tJ Ex>WGulv.~ [;r-..::I:( Of Ch~f SI.:.HOlli:,,, c( an ollt:lf 0\ in ':t':t,--.mn::, I>:d,. (0.9 .. I!c~,d Ch •• ) mty~'Qn Ihi> i:<m. - -

lh.;; lI'dwll~::r'l-:d, O;n,Jli~~:(iI~d do:",.:f tho) organi:t.:;Ij.:f1, oJoW-J ll~rWJ c.;tritjlllul t,,;, ir.bm:llon w.r.,f1tJ inlt-i~ GcmmuA«y(jl"ilnl J=!olqu;)! l t..11'\"JI;I ilndcc«,;,:l, Ihullt.:. Fvi;r,:llil X ~):.,;mplj:.fl d91olnninJlion ~IOTallfJ:h,;d ~Nlo h;,:.; n-:.I~ r..,.\:~~::I~nj h~ Ff.;.-;;~r,l,:p;('ltion d I}-,.. QrllilnC.,li:n and ;!; ( '1rT"'rJ. 10 ur.:-;.~ 01 !cUPporl i)f'- net nv:roi~IOfnl .... ,th 1~.;(9:ril.]tfon't, .:on'nur_6Il1x.;.;t;.mP dD~~~ c.ll):.n.!J-; t·;.t for1h in ~(h d.;tomn.:.'00 h;u~.

Wnnl tl,m.

I Ill.

I Ft"".IIO .. ( )

F. OTHER MATERIALS REQUIRED

[J A "= ';w cllho ((fflrh:.:Jion·~ wi (C;t~l)~.:.r fr:m lh/Oiolnl;omill ~',;rm~ G;nic..;., pred 01 ~(;rodhtOCf) co{ q .. ulnc.JLion.J'i Q dllritdJ" Clr~i)ni:i::iJl~:n Urt:f.;( >l

31J,~,;{1ID' .;.not/. NDI'~ : COpillf,-O! 'A __ ·<~gr.JJl!) tl'ld CI7I ; (~lI"'~ :J( £~· IiI"Ttp-I'::'Ill alV n9ta:t'lo1phlt;-~ !l~p .r<J!.tf!Ji ~f9b;ft}.'

o A .j;t"lil.;..j l:o::l .~_ fcdhQ pre;.;....;. program 'Jf r_;'illrJ~ I:t whi:1l iLrdr'f3 n~oUghl:

o A (Cmplil~ Ii-;'ng oll~ ci"9Jr1izllr):rl-z. offi:{ln; .:t",::Il:'oord 01 dr~:torn. indudr_tl th~; dfiiDli:ro af);irc4~ OQPJrn~frorn tN Cf91nalll':f'\ 0:; /)~fl;;'±Jo (0.9., Jil~ C\;N , prv:ilkirt d X'(l Blrk Ci):f J,,l Jullrr:>:fI. it:O)lTlilnl, AOC SUFF'~' C.:..),

R...tum Ih~, c':lTfb1;.;i form and ~u;~j o:oJurr,;rGllkn .jj(odJ~ b,;

ED;.:utT .. Jo) Djr~.wr ALllUIT ,N,roY ~OUNDATIOI~ 49CrJ Uorth 9ltm«o Lono Suito 10(1) M~ji.OT\ iIIl 6371(L214~

PIwa .. , \·.fk~ COW .... NTY Gfl.'NT RElUEST en t110 .,,,.1:1"'.

II r!~:9~l.,r/, thy. FoUfr:ht}?n 'ileal! rTtly rQqu·~:;1 D~b:o)1 i-jonrQ])=!1>lbc.(J1 tt"'::(~:I';!..]liDr •. i~ F':p:<H~l 9,,"ornl d:~:lr/w~ d tho projwd Of Drl ' O-::;.iI. vt-;.il b/ i=ourdllbn ... :'( Alunl [Oifgj (<Wf'f';'HlnL:I:J,·.;a. [lCQ.Jr,;.nI~, ·nbrr,nod .Jbng w~ Iht~ CQmrr, ..... tJ ulWnl ~:p;.ot wllnC't to" Nlum~. ~CAMI';)7-46 RPI. 'J (':A'I:-)

20

Appendix C: Teacher Pre-Survey

Teachers of Reading at Grand A venue Elementary School

This survey will be used to help find ways to help our struggling readers.

1. Do you want to help struggling readers in your classroom?

Yes No

2. How confident are you in helping struggling readers improve?

2 Not Confident

3 4 5 Very Confident

The Retrospective Miscue Analysis (RMA) is a method educators can use and teach to struggling readers to allow students to record and track their own miscues.

3. Have you ever used the RMA method with a struggling reader?

Yes No

Explain:

4. Would you like to learn more about the use of the RMA with struggling readers? Yes No

Thank you for completing this survey your responses are very impoliant in potentially helping our struggling readers.

21

Appendix D: Post-Surveys for Teachers, Students and Parents Teachers at Grand Avenue Elementary School

This survey will be used to help evaluate the Retrospective Miscue Analysis Method.

1. Do you feel the Retrospective Miscue Analysis helped you as a teacher of reading?

Yes No

2. How confident do you feel as a teacher of reading now that you have used the Retrospective Miscue Analysis?

2 Not Confident

3 4 5 Very Confident

3. Would you continue to use the RMA method?

Yes No

Thank you for completing this survey your responses are very important in potentially helping our struggling readers.

22

23

Students at Grand Avenue Elementary School

This survey will be used to help evaluate the Retrospective Miscue Analysis Method.

1. Do you feel the Retrospective Miscue Analysis helped you as a reader?

Yes No

2. How confident do you feel as a reader now that you have used the Retrospective Miscue Analysis?

1 2 Not Confident

3 4 5 Very Confident

3. Would you like to continue to use this method?

Yes No

Thank you for completing this survey your responses are very impoltant in potentially helping our struggling readers.

Parents at Grand A venue Elementary School

This survey will be used to help evaluate the Retrospective Miscue Analysis Method.

1. Do you feel the Retrospective Miscue Analysis helped your child as a reader?

Yes No

2. How confident do you feel your child is now that you they have used the Retrospective Miscue Analysis?

2 Not Confident

3 4 5 Very Confident

3. Would you like to see the use of the RMA method continue with your child?

Yes No

Thank you for completing this survey your responses are very important in potentially helping our struggling readers.

24

_______ -A....::p....::pendix E: Developmental Reading Assessment

I

• I

I I

• • • ~

• .. • • • .. .. • " • -

, .

All the Way Under

I\Jame,,'Date. -lit I~-_-_- -_ T@.(lcl"iet'/C\Wlie ----

Sc.ore~5: R"adi-'"'~ Irlj~'I~t:mt:I\( WF IndepeildeJlt Range: (J-!

Oral ~~:,di():I: r1u,~nc'l iZi l6 11-14

Cumpr~h~n~il)n 20;2~ j ;-22

Book Selection

1. READING: ENGAGEMEND

Ask t.h~ Stll<il::Ilt to brjng ],i.~ I):' bE-I" (ornpltt~d Stll'~.l?)lt 1~1:':~,jing Sur\"~Y to tht «(Iufcrcncr: .

.,2. ORAL READING FLUENCY)

INTRODUCnEm· T: 111 this story. All the Wa1 Unller, SonYil ilnd her l:OllSifl. Katie, spend a day at the beach, P/~3$6 read aloud to rhs star 0(1 /Jaffe 2, Sho'", th~ st',lGmt whert t,) ~:tQr' rc~ilillg ~t thl: lie.

""}.. RECORD OF IJRAl READING f,U RculrJ uw 5tlJ(h~:rt('5 oral rcaJinC{ beh;]viQr.:. Note the snld(~nL's J1l1ency f('x:prt".~~~())l and phr'~dng}. [k ~,,\lTt': to time t},t': .\'-"lcieot's r< :aJiT~~.

Page 2 ;7/ I k-

1 dkln't plan to tell a lie or /0 get into trouble, It ju~t ~ort of

hctPlwnerl. Katie, my colj~:in. had asked me to ,toy with her

f(lrnily for (1 ~'}P'8k during IhOi sLImmer'. Katie dnd I were bofl\..........r I"V ..........

nine . We \/,'€re going into fourth grode in the t()IL We. boil. L"'~'

enjoyed r'idin~ bikes, pillying garnes, and dancing to our

f(]\forite mus ic For the first few dt1ys, we had (1 wonderful time, ~.",;\-" .

But thot oil rhnnged when Uncle Jack decided tl1C1t he would

take us to the b1!Qch on tlis day off.

I 1 ried to (Kt happy uhtllll gr)ing fo the be[]ch. It WO"i my first

til}w. I should have b~en ei(cit~ . But I didn't w(lnt Katie to

know hodn '!, leot'flp.d to swirn Xe1 . "You can svvimJ ccm'1 you?" Uncle Jock mked os he turne<i into

tile beQch porki(Jg lot the next day.

25

. '. ~ . :-::. /" \.

;'0 '" • '<1".

0' •• ,": I .. ,'

. ::', :'~-."

:~:,~

*~ ·~~.:i

AI{ the Way Und~r

UUh ·huh, U I nodded. It wa~n't really 0 lie. I stort€d t(lking

swimming lessc'lis tht'ee limes, bl)t [ never flni~hed, The real

problem W(l~ thut I was oiroid 10 go 011 the 'Noy under. Ju~1

thitHing about putting rny 11€'cld in the wa1er made rne verI'

nervous,

As soon as Unde Jack p'lrked Ihe car, K[]ti~ jurnpe(! out of the

back SI.'lOi . Sjle 'l<'m ra-ady to 90 swimming. Untie Jack and

AunT lisc, grLjbbed th~ [)eCldt towels fmel IIrn'm~lla and storfed

looking for d good SP<..1t to enjoy tht? .sun, I, on the o1her hand,

s1epped out·, of the wr ~'m".ly. I had To (Orne up with a pion

of (Itt ion,

T · l' ~o 't d uue: :. ~ . LIlmu ~~:~~'Jll s

ORA!. READI N& WORDS PER MIN U1E, PERCENt OF ACCURACY Use the st'Jdelll ',s DI"a.l reading time cO Cird!~ lh(' WPM range.

C[ollnt tfw nHnlb~f of rtli"u~c:; lhat are llot sdl-c:orrr.ct('d, Circle- tbe .. " ......... 7""0..,..-,.

Q

-../

• If tny .~'.Hdcnt'~ score lilts in l'1 ~hJded are ... [(IT eilT-W[ INP\{ or Acclu'a'':;j STC)I'I P..(;l~.,~SS 1.vich 8 \(1W('T 11''I£'[ t('xt.

3. COMPREHENSION)

PREDIC-nON Stud",llts cl 0 not lise !lIe tnt when mdking lhcir predictioIls..

T.. foflow the diuwtions fJO the flfSI page of your student 8()oAIlrt. After yoU MVe' fil1ishfJd your {Jf8ditti(Jos, come 10 me (or raisfJ your h;md)

Notl~; ror slud(~nt.~ ... ·"ho have !l.n Tndh'klu;)l Ed(lcatlon pllOn in f11~cc for rendillt; al1d/Of '.Hitten U1Tl1Ullmi~:"Uon! follow th~ din'!·lilln.s ill their phn. You m~y fl~~J aloud the promrt.~ in the StudcD.t Hooklet and!or ~c:.:rjh(' their tESPOI1S~S if n:q<.llr(":d, Giye Il.!:' mlclitioTHI prompt,.

26

~ e.; ~ 4h

tt"

r ... ... r ... r .... .,...

i .. .":t!.

~

~ ~ ,~ a

i e-~

~ .,.. ¥ ~.

~ a: r , t tr ~.

~

~ r -'n ~

&.-.l '" ~ • ~ 'iJ ~; ....

,. ~

" .. • • .. ,. ~ )',\: .

• • • B

1\1

II

'-'

--.. ,. ~

~.

-.. • ~.

p

; i " .,

~ <!

" = 3

~ ,:: • ! ~ r. i ~ ~

;;

~ ~ ~ ;. 'I ~ ~

A II the Way Under

'/Ii hik the ~;t " l(knt e'!IYlpJetc-s the Pf-odkliun page, ,~omplete du ~ "I ;.~~dKr :'1.1\J.1Y ~ii" ()f 0 ra!. Reading: below Jnd dn:lt: the dO:S':'1·jpt.or, [m the DRA2 \.(mt.inllum that be<;( ucouib.e 1he

studellt's 0101 rf,'tding Jlu~!lcy .

;"bt~: After th~ ~tt.1dcllt h",:; ,:~)m~lleted ,hI': Ptt:\lictioll page, conlir,m:: with tJle as:~,;.~nWnt if tim;:> pemJts, OtfwtVlise, have tht, ~t1Jdent fe.ld (fll' ht:'ok .,nd compkll~ the St.lld~nt Bookler at

(tl\Qtht:f time.

STUDENr READS AND RESPONDS All ~t1Idents rna)' USe th-o H:xt III complete pagt"~; 2-4 of the Student H\)"klct

T:RlJad tile Mary. WIlBI1 JOO .are fiflished. writs a sumlllary of jJ'!JJt !at( havl! rf!Jd and ans ..... er the remaifling q~s.tJims ;n the Sl1ldenl Booklet It you hiJVIJIlU8Sfions. plea$e cumfJ fa me (or r8lsf: yatJ( hand).

4. TEACHER ANALYSIS

ORAL READING lfT:~bt stl.J.dl':TlT: had 5 or more different III!SL1.l( ~ ~) lISt' th~ ir)J0nnali;,n n:'cQrcied on the fkcorcl of Oral Relld.i1-'6 to cotnl'ldl: th;:: chani ld!)\';, .

Slu~e04 ~rt)hrem-sQlves WMds ~sjJl2'; Number 1)1 ",b[1Jp.'" mit ;';PoI! 80Irl)~\(,j: ..

o bl~~di oR ret;~f ~'J))Il<.h ~rlJmtx:f of 'II<Jrus k ·!d l~ ,he ~tll;J')rl;; .

o Jette.r·.~.JOd cluster'> Miscu~ 11I~llJtlad : o fln~..et .j nd Ii me

MlstlJl'S inlem,re~ lrilll 1.~lill~

o Knowl!\.1J':e of .~:>cllir1s ~attem" o II~')H o Qmi~::,iurr,

( an.1IIiEi~;,) o :>Ilirrlp.", o ir..;ctllo~~l~

D s~1I ~ tll~,s o c,ften [J ~~~\·e r~:.:.I~

o 18r81~il\~, o sul;:;l ilLt!anS lh,,: we-te

o no ()h~"'t'I~bte r":tKt'IJUI'; o 'I I,-t'ully sirnil,, "

o IIUt '~ b:~IJ~;IV simHu ._ '"'-

CDPY ~(;~ SllbstltlJtloll {<I heJ~ ~"filyze 1M slude~I ' S ~tte"lillli If.l vj~al irtimllQtiOll, ':.g., ",lo~~rlS ';<;lIh~,tituti,;'}) rl!~L1)' {l~)'i

[)r~J R~ading Jbl~: r.Optional} r..h~' th~ fOI'1Y11.1b hdnw to detErmine th(: stud ent's e:wCl oral .\e~ldillg jute. Convert the stl1do:nh reading time to all sC~'Jnds.

\VP;'=; X 1;0 ;;;;; __ ~ ._ .. \"''1').,t

DRA2 C(JlllinuurlI

• Csc' the iuformflliD!1 nom th~ Stll!irm Re~d.in~ Sl1r.'e.~; :m:! the? Student B()o~(:t to decio: lhe dcSCIiptors that n!:<>l,. de:><.::ribe th<:> 5tlldent'~ te.\rDn~(~~ .

• Add the drCk(I numbers to oht.aill a tom] :;C{)Ti~ fi)r ('~(h sectioll .

• Record I:he R(~OT(~S ,It the (np I)f page 1. RecQrd the C0rupce1H~n.~iC)n Kore at r.hl"': h .Jp ()f

page 4 a~r the colon. Nnt.,: l" th~' C(}m.pf\?hej)~iorl sco~ ~ k~~ th.ul 12, admini:;kt DR,4 2 with a 1m"l.T kl'd t"Xt.

1

27

. ' .~ ::..c' ... . :,' .... ..

: ......

~~t {~.~~:

Name/Date Te.acheriGrade - _ .. _-----------

S.I'-k~leIiV G~~1i<e

Scora

"\ . ~ ... . ' \ . . .. ... .

INTERVEtnlll1l INSTRlJCnONAL

1 TI11~I~) ~~I~~ ~~r~~ IM:I: 1 ~-J WI'; r.~';t·~ IIl>;I~.Y li,TIiI.;IIT,.,li'12 ~,q':fl;II'>.-. ~JadllffIK ; lorr.~ r~ad i n~ ;HIII ~tUf; ~: I IHllktJ~I.~ 1!~p-:Cl.:R[6;

1 Ilu ~lrclIFlls illd:'u ~I';~ 2 <{!i'ml ~1T>;fleI.1 3 31)11 ro:iul,;d 10:0 ~1P.1E3din~ t,,,·ll (" . ~ .. '''il : IIII:~:,'; DIll{..I:!t·i; ntJ rPa ' rt.~r; ~~I4~f:~' :, 1;'111

1 t,tnolM~; .~ iy Jill " ';)J:fE-Siiuh

.. '.1 ~

2 ~(I:r,! [~·pr?J~i[lr; th4t (J)rfi'fJiJ m:.Ji1in~

t' Inapp~o;:ri3'!ol p~u , .!; .~hlTblr ~'.U3~e~ mll!t ·:f t:~ 1im~

1 3 8 10

... :~ ! .:': .. ' "

It/DEPENDENT

~ 4t 1~~'1 Ht~llrurl) 1-:1 ~,n~1 'II ~,,~II'~ Ii:.-,)! IT'HI) 1.~rlre; 2~:r.i;ll1, (II , · ~:~,·h.clli~'-'

J .~111" ~11-2 W~~m~ st!n~111-; and ~(L-j .1 r,I.rt.J ;. :h,. r~din~ ,{-~:«:!; r~~mll,~

\jIn

ADVA~EO

I I'M., '/ill i;~ ·)1 trill i,a,~~~ ~ t".f lilY! l!KHlr-L

II I~ITI I~- ,) ~j ,:o!oJ'~ruO;,­I;!.~ll~':~

~ 3 ~I",:ifir; HIIil(:tn1 ;In~ ~e~l~ id&lr.llil1ll1: re:.lill!; I"''':.l~ ; ? ~ ~I~. rllJl

"'7 ; .: - \ \

~:~,:n:, w, ~pprof.'131~ ~au.~,; hF¥.ll~ ((11..

pUf):tt::d,:lI: h}II~~11 rTI~nin.~1 ~1't3~P.'; Ili ntt 1,1 the\im~

v

J r.';~I":j~i;u 11.:n(l; I~;nIIJ~. , ;IIX, Jrd h.n~" n rrml .f Ih! rilll~

4 .1 :r<IJ,"iah; ""J~;"~ h:r.d~ ;1111:1111,,111"\"1)1(; 'J." ~·~l(r.tJj' II), .!I;I, 11I 1.~:tr. ~~d ~hla~J:S:

t)J" ..... ,' I ·fa. ~"" "" _.' t.

15 16

f. Of1l llfUlHMlen .............. , .. ~----r:-::--:----:--:-:--rc-C""'!"-~-~~~:--..,.---'----,,-:---:-::-:---:-:-:---l

1 II ~~i~.;j ar ~rNl.1f11 2 J 2 11; ~lUro1lbl! qUI~I~n$1 3)\t 11lh12 re~lo;,b e • (,f v. ;l ~l :l tt'~HO~ IIJI

Surllll13f,

1Jr~ COnl[ll~ion

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<l'Ju: ,j.;ud

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~r.'·nin~ . middb, and ~n~

... ~'t:n"( rf~ltlf:oj ~; l.J1 i lll ;; I ~'

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r3ne~. ~ PH!r1ll"'Jt:1;iII ~ . ;wll 'Iii iCl;~r.3111 f,l1l!! ~.:fI) tll~ tp.[ir:non(. 1I'.1GIP. .;M H'~

·l .~: irIH(r1ahl info m3110n ~:nri' th~ t~c1 UI~i: ?:"1b':tH~I~' r.: s r.ln~ ~ tl) :lLeHI)r:: ~~ ~f ~r,~ mpt·:sJ

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Int~ion im~lic;tiord!J :~I; : Ir III ,h:l. il , JlwlinR d~hil~ impli~,iIO!(' ); illp,-,t<tnl ~lJr,:') rtln& ~~/,1 3

1 (<rli~nit~~nlilf 'J ', ,,;:!,,, mf:'i ~ ~io! Ilr ~·.f:r'1i 1:1) il~:t 9.·il

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t? 18 1~1. ~ ~I /:!

ChQos~threo to fiu~ t~~(" ~ I·~I~.¥o liS ~:ti,·iti~" on t~ DRolL ~I)<:us tOI Ins\ru~tiljn ~~ tlls 119.,j page.

8

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All the Way Under

Df?A2. FOCUS fOR INSTRUCTION READIUG ENGAGEMENT }fjd~ Rf4ldIlI.~ o 'IE,"::ll rouli'flt !ltr81~,.'G ttl .~Ii' (:t aJlJlrnl:'r\~cdy k"dd

w:t;; b)r iT"lf,pC<Ddt'J,L ,-,:aoini: [J lnL(f>1L1c~ ~.tlldi:.Dt t.:~ Cl:;tdlr..g [T:l.:',trrial~ fr(ln~ ;l ·"~'rir.t"l

11( ~'"u~ sn,lpLL1'1J'"'' D T~;1.1h ;tr.lt~~e~ to ImilJ "t?:}din~ r,!,1Wjll'J

o Crt:'~ ~l.nKr;llrt: S :If.d/'::·T [\)utW.C! t(1 sUP-P"l1 r'~adjljg at h,cnL~

D D~t'l/.Jp aDd mD~·uC.~I dl4xr t!~ I~LtlUOm • .: f\/l illch) I)IlC ~)f

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adi'JIl to) inJ'r<)~ '" ')~.ldj)g o S"f-'v--"oft f~ '';'ri'':l '.>f '~' l s»llci readir.~ goJ~

ORAL READING FLUEtICY L~PtPS3i"'. IlrW Pltmsmg o .\,\",rA ;['''/ lf~d, ,.c~dcn~ .n lon;;~[, lOC3.HJ:~flll.)1r",,~

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D T"" .. <:h .,t'~~~,)l to) h,~"l pUJKtuatbn

Rule o P:'_"'ioj~ {Il3('.:J;3h :u:d ~jO)C f,'r Icp,~;,r.~d :'cc<iiD~s ~lld

{u!L~d JC"".Jrll1\g$ to iIK('\' :~:;:;'''7' JI~('Ur..g (':~tc o Cr.,~ QPpac1ultido;;; ~r rndo::nts to read [O\':Cf l;:.'cl

;r\d/c.J hOOlb( terti at ~o 'lp~·[o)-;:,natc la",

A,.:~mu:y' W.ml An<r.I.~·si~ o !j·Jf'P.')/t :JL\I~ id[l.r.~,r((' ~J:-Jf-r ,}rn·rti\-,n<: ')f mL~ ,-'II (':; o :,,!·:.fd nd wpport hc.w ~o ~Jkr. ,.\'Vrds 8prn fe.g., Oll>~t

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;>IvbJCJ\1~;oh'c 1I ;'J~'j\"Ll ""')Ids o I'Io'lick ~i~:Ui.ub ~c'h·iti,~ ~nd ".<'1'.; ;O)m to ltdp

ztlld~l(" r,:c,:-.;gwu: p~tt(fll:; Lr_ ~ ... ')'):d, .

CO~PIlEHEH510N QrlB.'llicmiltgit're.Jh::tiolt o Plo"t±O~.~rtUD'IL·:~ l~[ ~U,j;:·.1t COl ,lliCL!S \\'1\21 be

'J, "j,t b. u·~'s ,~bOut tbe d\;,a~c,~ ~d s, tliJ.c [;~ ,,--J <>]I JUt Jlad b\)..)k ,X-W~~ ;u ·,.;~Ll ;1; ~..:.odn~. P~~.l~~.lI)hj ,r.,j iiJu;;I,.alju;", ,,( '."'xl.~ , ~ • .1 a.lo.,·-,.1

o T~~L.h 1m's 1<> JniJ~:~ :Il1J :..md~c p~Jicti. : ;n\ rriLir 10

i:lrd llllrillt' rr.aUir~'

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o Modd RM S"Pr<'IT vs1ng k.\()W~(,:1g'! 0= ~~):c .IO::\I(t1J(~!/~nr~ chRf'Krerhtk~ to u.:ak.: p!'xll~LLOLl'

..'illrtlmdry

o S ::\~I~:: ~r,d ld.~ntlf~ .. (h3(.l{r(; rirtk,~ of ~ :_ .... )d '~""~(lrr)lIri~ Cl \f,,;1.:1 a,,,l ~,~-(u,w:,:uct v"rj~':11 .u,\~narj~ ,~.f t~~;t,~

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I') ',\'t) .'m(J.s Ll T~ildl s lJ.l.i.~Il;: ;LO~,"~ 'C') us':: :l gt~phJc Cll}::ni:zcr t'l$ ~=:11 ~-, icl

1),1 LJt'ul;ur; 01 ~\..OJJJU)aJ)

o Tr':ilrn ~Iu~l~n'. ;Lf:o\'" L\ t iJL.JLUfj, ~I.r)~y ,_:kjl)c.flts (~ . g., rr, ,)m';;'1"'1':'a 1 ~'I":LL!nj{.l'roLl

o P:--..:vit1~ 'rimr': I~~r ',1Ullo:'IIL \~j l'ra~: I.Jl~ ,')1;:U :U',d ,,"jttUl

~. Llnlm,~ri~~

Ltrt'1'I'1 CO'I1)~t..J""L\j"'r o SllOl'( iitUGJ~nr h('l',,,' t() " :; ~ l:("{ w ;)fd:) In i ~ it"ffj. \ .

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o P' ·~Yl.Jt ')f.."·y.'rtllll.t'~ for ".u,i~nl t~ "r,';'~'N " n,{ ,-1)c1 s h'u;:{ li~::(~l qJ':M~"n~

o H·: lp studcnt l'x~t<:' ,>r,,~ ''''-0r'{ <[',.-iII .. ( l~t.>ih o ]f:3d\ stuC'-;nc: ~l('·.'" to) lI~ i'" :HII~ '-f}r.~;nlrt y,T;-,phil·

e."&:iJlIZ.CI5. l ''> keep tnck ,:·f :7.'~'I)' bi"JT1J<;Jtkm

Itili.'tpMiJllon D Tt:...<h ilJl:l share <::tar:,pl~ of inf-~:~:I(~'S o hkJd.!J..d ~OJJl~)rt r~Q\" tL' i\ientify ~mp9r111nl 1,->.;

~,,}'ha::;'o,. .. o P'\':\'iJ<: ofO')f\:,lnitie>; kl otud,~.ror Ii' s"rrnrt

iJJ~L'<!IJc.ei .... "th ('."':an1pks ffl)rD ~;..,- ,,_

DC", student Op~~IT\!oiti;:s to rc~?,)iXI t,) ''1<' ,:oUs'tJJ.1':"I: LIlf~(~:t.c~ t{l.l,"~i<.:·ns ("Jf'lly ~p,E ;:, · .... ·riLl";.:

l( rif/ertf 0 J1

o Hcl,.· JL~dt~t jd'-~.l)T~· j,i.lj:'!)rtant bJ;~ITn;1ti \'J1 .1nft/Oi

k<: i \'o.::2.b~l[alY irl " "'<"Irk-tv ~ .. f t~.~;:;; o t't~,"id.~ 0l='~-.ft1)oai\~ trr .i.-i~'fI.tify :171..:1 di:a;;l!;'; a

;.,g:Ufi·: :·Hlt P_l(:~~~ 1)-:' r .. rnt in .:r .... 7~'r(

o P ; ,:·\~de o~·p~mlo.:tlc; 10 :liKlI~ th<:m~l((l'J~1 im]X!m . .oc l,:ka d S1'='Ik~ r~""; nl{,ud

[] C"::w'Justt:.tt~ 3_h~ tC'~c:\ ~ ~lrde-nt h.~w h'? :'il.lprnr1 '-'~Ull~'" \,jo:n dC't~ils [ro.n Iho:· t~}."1

Mti1t7oopt;Ii"~ AlI't7I'l\I/.<-'53

o M'~ ",)01 (cJd. (O'~\~'Ichc:mjol\ '1r.JI~gi"., Mr fi<~i"r • ..... ...>:.I.!

o P:INlde '}J."oJloI1U1V~a; for st~,).:~t to P,~Q':~ ,.~j~Jo: " ' ~>f'~f..: (Ct\)~ldl('18Jon ru'.lt<::;'/I..c-. .~ .. ffi.,I;L,\;: UI :I] I ~dilt),~ ·.~ud.i~LLgl l(:!,.jJ L'lid.hlg c:J.n o fjoDtJ~\~)

(] 1 r..!r :<tn,l.,: L i&.nlif~' "~'''l"k~ :u a ,-,::.'{t where be 1)1

~hr ll!i"':{ ~ !'irt'!;..:[1tc :~tr .. t~~'

OTHER

.-----~ .. ,------

29

=1 ___ .".- 0 .... __ " ..... _ .-. ____ .--...r-. ..... -.... _---- ---A __ .- --___ .--...... -... - --_---"" -----A __ - .----___ ---............. __ -----. -___ .--- --...... __ - ..... - .... ____ ------ - _--"'".r-- ...........................

~~t~1erl B081..Bl All the W.3y Under Page l '

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I~ame 'iar 6...-----

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Date ~----.--.---

Teacher '-'------- Grade ---_.- ---

BEFORE READING

List 3 qlJe~1 inf1~; tit<1t ~\(OIJ Ilad while readiig ~he fir~.t pari of this storv_

L ~S~i ':-:;r'~~, ~u~j'l'l\ TP 3{) \..1(,Acf J.V,f J-')3tc(

..•

What are 3 th;ngs th;;t VOli think might h,Jppcn ill tIle resl [If this story?

1. " 'C-'-\V\~('\~. C~Yl'.~~-:?_ SOr\\~6 0F \):(\:\c(' (-,,--}3h~r. __

3. (;t)\ ... ·,f'!c' ...• ", 1 r­

-.l.d-.i:~~{{ '.;' _l T

\-~ qO{ '{'-(-\ + () . ~....., .JI-

Let your teacher know wiler. you have completed this pag~.

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30

• • • • • .. • • ~ :. • • • • " •

• •

AFTER REAO&NG

SUMMARY

All the Wil.l' Under

Write (~sumrnary of IIris story in your own wOrds. Include the imp-:)Itant characters, e\'ents, and (letaits from the beg~nnif1g, middl[~, llnd 8r'ld of th€ ~~tory. You may use ttHc

. ----... .. ---.-- ~ .... ' h{)ok to 11elp , ou "Nnte your surnrrr;JIY· "

'T~~ ,'\{"-, ,\DocA·~ ~\'<\~~ <\\C\ yycrJ---'\c:::,~"""· c""'r"'_~ ___ . __ ,, __

")'-'l' '..(\ '>I~). ~~~¥~l(J

<t" :" ,,-, i . -"t 1 , ,-,: _+J ':.;~ , )! ",'-) t , , ~l.' • \ ~_ .... Ij,,,£/, ........ ~, I. L. _______ _

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31

._-._--- - ~_ .. - ------... .,-- - -.-.- . .,.-_ .. _---........ - --- ...... _-- --"'"--._-. ----............. ---_ ... -. --- -.. - ..... --...... -_.".---. -- .---.. _---- --------... ------.- ----...-...... ",..........-- ... ~-------

"Student Ell))xlet All the Way LInder Page 3

LITERAL CoMPREHENSION

List 3 things that you ~;n()w about Sonya.

Sonya

1 ·-'y:;..p~-;;·f"L('-'-'·'~_-'-{'C':::':"'" __ I'--=Q~ .. ,~_---,i-,-o",-. _-,:"'=='''~'v . »:,---' -.!..' ____ ... __ _

.) <::..

3_

I NTl!RI'RETATION

How LJid Sonya's feefjng <lbolrt being at the beacll challg~ in this :;tor{?

<:·-::.lne .. ) .. J

'(\D~

REHEClIor'l

32

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S-!Ijdeu; Beckie! All the Way lJ.nder

METACOGMITIVE AWARENESS

Check I .;:trategy tlK~t you lIsed to help ~,'ou und6rst~nd !ilis story.

o I thougl-It about similar experiences C'lIHj st\!rie :~.

[j I asked n1jl seli questions as I react

, 0 I pic1ured 'NI'lat 'N,'I$ Ilappcning.

, D' thought ('It.l<)l)t the reasorl wh:,' 111ings happened.

• , I

• • • • I

e I understood the e'l<lracter's ffp.lirlgs,

Give at least 2 specific examples iron'! this stor/that SllO'l''" how yot] lJSel! tllis comprehen::;ion strategy,

, C '-d\tS~ J "\ ';1: -~-\ - \ '; ~p..(~ \-h0.+' _J',l) ,( ,,-' \ i,<p ('" .. ~_~ •• ' ~ 1._ .. \

Rereat:l what you have wriu911to make sure your answers are the way you want them before you hand ill your booklet.

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________ .... ----- . .__ ........ ----.-.. --- .......... ------." .. ------ -- __ .-- .--. , ___ -..r----.._-------.... ------ ..... -,'--......---...---.... ___ -.r-.,. ........ ~-..... ---~-----, _ _""':-:--"'---.-- --------~:-- •

33