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Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

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Page 1: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Dr. Enid Acosta-TelloNational University - Costa Mesa

November 13, 2013

RICA Workshop

Miscue Analysis

Page 2: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analyzing a Running Record

3 Cueing System An Actual Running Record

Page 3: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass.

Page 4: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass.

Knowledge of language structure(syntactic)

Page 5: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass.

Knowledge of language structure(syntactic)

It h_____________ across the grass.

Page 6: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass.

Knowledge of language structure(syntactic)

It h_____________ across the grass.

Familiarity with letter-sound relationships(graphophonic)

Page 7: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass

Knowledge of language structure(syntactic)

It h_____________ across the grass

Familiarity with letter-sound relationships(graphophonic)

John let his pet rabbit go.It h______________ across the grass.

Page 8: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

The Three Cueing Systems

It ____________ across the grass

Knowledge of language structure(syntactic)

It h_____________ across the grass

Familiarity with letter-sound relationships(graphophonic)

John let his pet rabbit go.It h______________ across the grass.

Previous experience with rabbits(semantic)

Page 9: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Terms Equivalency

SEMANTIC - errors of meaning (Does it make sense?)

Errors of Meaning

SYNTACTIC - errors of structure (word order)(correct use of parts of speech)

( Does it sound right? Can we say it that way in English?)Structural errors

GRAPHOPHONIC - errors based on what is seen (letters)(Does it look right?)

Visual errors

Page 10: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 11: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Running Records

Miscue Analysis

Page 12: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 13: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Miscues (child said/written word)

leaves/vines

froned/frowned

lived/loved

after/afraid

water/winter

Page 14: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

leaves/vines --

Analysis - how to

(child said/written word)

Page 15: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

Page 16: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned --

Page 17: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

Page 18: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved --

Page 19: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved -- vowel/medial position

Page 20: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved -- vowel/medial position

after/afraid --

Page 21: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved -- vowel/medial position

after/afraid -- vowel/medial; consonant/final

Page 22: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved -- vowel/medial position

after/afraid -- vowel/medial; consonant/final

water/winter --

Page 23: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Analysis - how to

(child said/written word)

leaves/vines -- consonant/initial; vowel/medial

froned/frowned -- vowel/medial position

lived/loved -- vowel/medial position

after/afraid -- vowel/medial; consonant/final

water/winter -- vowel/medial; consonant/medial

Page 24: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Pattern - Miscues

All words -- Vowel miscues in medial position

Some initial/final consonant miscues

Page 25: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Miscue (data) Analysis

Running Record MiscuesAdd other assessment miscues

analysis

Look for triangulation of data, substantiation of initial findings,

cross verification from more than two sources

Page 26: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

What do you know about Jessica and what

instructional strategies do you recommend and

why?

Page 27: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Assessment drives

instruction.

Page 28: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Assessment drives

instruction.

Page 29: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Assessment drives

instruction.

Page 30: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 31: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Miscue Analysis Opportunity

Page 32: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Lyndsie1st grader

Page 33: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 34: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 35: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 36: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 37: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 38: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

What are Lyndsie’s strengths and weaknesses?

What instructional strategies/activities/ interventions do you

recommend and why?

Page 39: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Cole3rd grader

Page 40: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 41: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 42: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 43: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 44: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 45: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 46: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
Page 47: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

What are Cole’s strengths and weaknesses?

What instructional strategies/activities/ interventions do you

recommend and why?

Page 48: Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis

Questions and

Answers