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Topics for todayAssignment GuidelinesRecording and assessing children’s oral

readingMiscue Analysis/ Running Records

Practice with RR/MA

Assignment GuidelinesAssignment AAssignment BAssignment CAssignment D

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Language Cues and MiscuesFour cueing systems

GraphophonicSyntacticSemanticPragmatic

What, then, is a miscue?What do these cueing systems have to do with

reading and writing, or other forms of communication?

How do the four cueing systems relate to one another?

Making Sense of TextsCueing systems can be thought of as different

language resources, or information stores, that a person can draw on as they make sense of texts

The cueing systems are not used in isolation!Successful readers never use only graphophonics, or only semantics, or only one other cueing system when they read.

Successful reading and writing involves the meaningful integration of multiple cueing systems.

Relate this to the readings for today

Using the cueing systems…..\Using language exercise.doc

Get into small groups of 4-5

For ThursSee wiki for course readingsBe sure to have your packet with you.

Today….Running Records/Miscue Analysis

Recording Oral ReadingRunning Records, Miscue Analysis, and

Retrospective Miscue Analysis (RMA)Purpose of each:

To analyze how children employ different cueing systems or strategies as they read

“An individual error is less informative than a pattern of errors”

Miscue or error? Error implies doing something wrong or not using

a strategyMiscue implies using strategies, although perhaps

not the best one for the text

Recording MiscuesThere are different conventions for annotating oral

reading. Consistency is the most important thing.Running Records

Don’t need a copy of the textCheck marks/annotations as you goCan be done “on the fly”

Miscue Analysis/Retrospective Miscue AnalysisRecord using audio or videoRevisit recording, do annotations on copy of textMore time consuming, but more accurateFor RMA: Child listens to her/his own reading

Text Selection for RR/MAThe ideal is to record oral reading with a text

the child can read with about 90-95% accuracy.Child choiceEstimate based on other data (informal observation

of child reading, etc.)Have a few different texts on hand

Before conducting a RR/MA:Find out if child is familiar with the textTry to get a handle on his/her prior knowledge of

the topic and of the text itself

Important ConsiderationsThings that may affect a child’s oral

reading:Familiarity with text, series, genre, topicAge/fluency of oral vs. silent reading (RMA can

help mediate this)Affective domain (rapport, comfort, emotions)Assessment fatigue

When using a voice recorder, ask child’s permission to record; consider allowing him/her to record you. Be honest about why you want to record him or her.

More ConsiderationsWhen sharing notations with students, or discussing

their reading, focus on strengths at the outsetWhen a child gets frustrated

Use an intervention (i.e., “try that again”)Let’s try another textChange the activity

If a child breezes through with few miscuesMove on to a more difficult textConsider WHY she/he breezed through

Fluency? Accurate word calling? Text familiarity?

A retell may help you assess comprehension

RR PracticeTake a few minutes to review together the

annotations in Johnston, pp. 203Listen to audio; follow along and make

notations in your PKT

And yet more practice…Listen to Lizzie’s Lunch & Don’t Let the

PigeonConduct a RR as you listen

See wiki for readingsPractice doing RR and MA on Harrison’s

readingsBring your RR/MA to class next time

Make sure to do calculations on MA