Download to read offline
More Related Content
Similar to 5020 week 13 miscue rma slides
More from SVTaylor123
5020 week 13 miscue rma slides
- 1. LCRT 5020: Workshopin Literacy & Language Teaching (April 27) Welcome! It is great to be back F2F! Sign in & get a name tag. Pick up a miscue handout & peruse the content. Look for your name on the tables & sit with that group for our first interaction.
- 2. Tonight’s Agenda MiscueAnalysis The Reading Interview The Oral Reading The Retell Recording the Data Analyzing the Patterns Retrospective Miscue Analysis (Revaluing readers) Choice Book Groups Meet to Finalize Plans Professional Learning Discussion
- 3. Revisiting Miscue Analysis Miscueanalysis serves as a tool to help teachers learn about the reading process. It is also a diagnostic tool for reading assessment and instruction in the classroom.
- 4. Using miscues togain insight “A reader’s miscues, even numerous miscues do not necessarily prevent a reader from getting quite a bit of meaning from a text. Nor can we assume that nearly perfect oral reading means the reader did comprehend what was read. “ (Wilde, 2000)
- 5. A reader’s comprehensiondepends on… Many factors, including: the conceptual difficulty of the text for that reader, whether or not the reader is actually reading for meaning while reading aloud, the nature of the reader’s miscues and strategies, how the reader feels about making miscues, how the reader feels about reading aloud for assessment, and more.
- 6. Miscue Analysis: The CompleteProcess The Reading Interview The Oral Reading The Retell Recording the Data (marking miscues & summarizing the retell) Analyzing the Patterns (of miscues & retell data)
- 7. The Reading Interview: Matthew(4-20 online) How would you summarize: His interest in reading? Particular reading interests? His home background for reading? His perception of how s/he learned to read? How reader was taught to read? His ideas about reading; Why read? What reading is? His awareness of reading strategies? His strategies? How he feels about himself as a reader?
- 8. Matthew Plays guitar;likes stuffed animals & likes to play with his friend, Eric. Likes to read; Goosebumps (knows author’s name: RL Stein) Parents read; Mom-books; Dad-newspaper; Matthew knows title of mom’s book. Rdg Strategies: Chunk it out (like in school); Reread and sound it out (or little books do it for you) Good Reader: Mom & Dad; probably chunk out words they don’t know too (stuck!) Help struggling reader by helping with the word, look at pictures, cross check Learned to read by looking at pictures, informed the words, sounds of words & silent E Read more quiet? Wants level 1 (whisper read?) Good Rdr b/c I practice a lot. Put titles in alpha order
- 9.
- 10. The Oral Reading Planningan oral reading Choose a text the reader has NOT read before Select reading texts to make sure one text will result in a minimum of 25 miscues (** need minimum of 25 miscues to conduct a miscue analysis) Choose a text that has a sense of completeness Choose a text that has 500 words or more. Record!
- 11. Preparing for theMiscues Ask yourself: What kind of miscues? What kind of semantic miscues is this reader making? What kind of syntactic miscues is this reader making? What kind of grapho- phonetic miscues is this reader making? (visual- sound) MISCUE EXAMPLES Semantic keep I moved away and tried to get up Syntactic truck The little monkey had the box. Graph-phonics flusk Sally swallowed to flush her anger.
- 12. The Oral Reading:Matthew LISTEN & MARK! MATTHEW Review the miscue markings handout. Make sure you have a copy of the reading (The Stonecutter) NOTE: When you are first learning to do miscue analysis, record the oral reading so you can listen more than once. Get ready! http://www.tubechop.com /watch/5737306
- 13. First Impressions What didyou notice about Matthew’s reading of the text? How is Matthew using the cueing systems? What is Matthew doing when he depends on grapho-phonics as he reads aloud? What is Matthew doing when he depends on syntax as he reads aloud? What is Matthew doing when he depends on the pragmatics cueing system? What is Matthew doing when he depends on semantics as he reads aloud?
- 14. What patterns ofmiscues did you notice? What kind of grapho-phonetic miscues is this reader making? What kind of syntactic miscues is this reader making? What kind of semantic miscues is this reader making? Pragmatic miscues? Other types of miscues?
- 15. Strategies for Matthew Whatare additional strategies you could suggest to help Matthew get better at using the: Grapho-phonics cueing system? Syntax cueing system? Pragmatics cueing system? Semantic cueing system? Try to identify 1 strategy for each cueing system.
- 16. Thinking about thestudents you support Take out the marked readings you brought Partner with a classmate & select ONE marked reading to peruse Review the marked reading Identify the types of miscues
- 17. Thinking about thestudents you support How do your students use the cueing systems? What pattern of miscues do you notice learners using? What do they do when they depend on grapho-phonics while reading aloud? What do they do when they depend on syntax while reading aloud? What do they do when they depend on pragmatics while reading aloud? What do they do when they depend on semantic while reading aloud?
- 18. Strategies for yourstudents What are strategies you could suggest to help your students get better at using the: Grapho-phonics cueing system? Syntax cueing system? Pragmatics cueing system? Semantic cueing system? Try to identify 2 more strategies for each cueing system.
- 19. Further Questions for AnalyzingMiscues (Weaver) Did the miscue: Reflect the speaker’s ordinary speech patterns (e.g., immature speech, dialect, ESL or EFL learner)? Go with the grammar and meaning of what came BEFORE in the text? Go with the grammar and meaning of what came AFTER in the text? Leave the essential meaning of the sentence in tact? Was the miscue corrected? Was the miscue graphically similar to the text? Was the final reading of the sentence semantically acceptable?
- 20.
- 21.
- 22. The Retell: Matthew Plan ahead with an outline of things you might ask (e.g., characters, events, plot, theme, setting). SEE page 193 for Qs Avoid YES/NO questions Ask probing questions** If the reader miscued on a key word, ask about the meaning of that words using the reader’s own pronunciation. Examples of probing questions:** How did you feel when, Why do you think SS did SS, Have you ever been in a similar situation? What did you do? Did you like the way the story ended? If not, how would you have ended it? Does this story remind you of anything else you’ve ever read? Why? Did you like this story? Why? Why not? NOTE: When you are first learning to do miscue analysis, record the retell so you can listen more than once!
- 23. The Retell: Matthew Concludethe Miscue Analysis procedure during May 4th ONLINE SESSION
- 24. Re-Tell Summary &Discussion Notes Information from the text Characters & character development Events & Plot Inferences about theme (larger meaning) Other inferences, connections, predictions beyond the text Misconceptions Teacher Comments
- 25. Weaver’s Re-Tell Summary& Discussion FORM
- 26. RMA: Retrospective Miscue Analysis Intendedfor grades 3-12 with age appropriate adaptations
- 27. RMA: Retrospective Miscue Analysis Looking back at the miscues & reflecting on miscue patterns. Collaborative consideration of the reader’s strengths, needs & goals. Developing or reinforcing strategies for effective & efficient reading. Metacognitive benefits for the reader & insights gained by the teacher.
- 28. Retrospective Miscue Analysis:A teaching & learning procedure After recording her reading & noting the miscues made, a reader can: follow along and attend to the miscues that fit the context, make sense & don’t need to be corrected; listen for miscues that reflect good predicting but don’t’ go with the context that follows the miscue; listen for miscues that don’t sound like language.
- 29. Stephen Scott’s useof RMA You had a lot to say about this!!! Current reflections? New thoughts? Upcoming applications?
- 30. Using RMA asa way to help learners revalue themselves as readers WHAT? What is the reader struggling with? Is the reader struggling with reading? Or with the perception of herself as a reader. HOW? Prompting the reader to reconsider & reconceptualize reading WHY? Is the reader struggling to meet expectations that align with assessments or standards? Or struggling to score well on a test – according to the way the text assesses reading – even though the reader may actually be competent at constructing meaning from age-appropriate texts?
- 31. BOOK GROUPS MEET Finalizeplans for Professional Learning Discussions
- 32. Choice Book Groups Deep Reading Comprehension (books)I read it, but I don’t get it and Thinking through Quality Questioning Courtney, Patrick & Dima Reading essentials: Brandi, Melanie, Shannon, Lindsey Reading essentials & When kids can’t read: Trina, Chelsea, Kaylee, Michelle V. Understanding & Using Miscue Analysis: Mariesa & Michelle A. Differentiating for English Language Learners: Julia & Christina Teaching CLD Learners: Katie, Shanna, Kara
- 33. Professional Learning Discussions (15minutes each; get a comment ½ sheet) 1. TWO BOOKS DISCUSSED I read it, but I don’t get it and Quality Questioning Courtney, Patrick & Dima -- ALL PARTICIPATING (Rm 600) 2. TWO BOOKS DISCUSSED Reading Essentials Lindsey, Brandi, Shannon & Melanie PARTICIPATING: Dima, Patrick, Shanna & Mariesa (Rm 600) When kids can’t Read & Essentials: Kaylee, Trina, Chelsea & Michelle V. PARTICIPATING: Katie, Courtney, Kara, Christina, Michelle A. (700) 3. TWO BOOKS DISCUSSED Miscue Analysis Michelle & Mariesa PARTICIPATING: Christina, Courtney, Trina, Patrick, Julia, Lindsey, Melanie (Rm 600) Beneath the Surface Katie, Shanna & Kara PARTICIPATING: Brandi, Michelle V., Shannon, Chelsea, Kaylee, Dima (Rm 700) 4. ONE BOOK DISCUSSED Teaching English Julia & Christina -- ALL PARTICIPATING (Rm 600)
- 34. Concluding Comments Before youLeave Tonight: Complete & leave your “Concluding Comment” about Choice Books & Discussions (½ sheet) Looking Ahead: May 4th ONLINE SESSION. Assigned reading articles will be posted on CANVAS for your easy access.
Editor's Notes
- #13 MATTHEW Review the miscue markings. Make sure you have a copy of the reading (The Stonecutter) NOTE: When you are first learning to do miscue analysis, record the oral reading so you can listen more than once. Get ready!
- #14 What kind of semantic miscues is this reader making? What kind of syntactic miscues is this reader making?? What kind of grapho-phonetic cues is this reader making? (visual-sound)
- #16 STUDENTS CAN USE THE “MISCUE HANDOUT” FOR STRATEGY IDEAS, THEIR CHOICE BOOKS, AND THEIR OWN PRACTICE
- #23 Plan ahead for an outline of things you might ask (e.g., characters, events, plot, theme, setting). SEE page 193 Avoid YES/NO questions Ask probing questions: How did you feel when, Why do you think SS did SS, Have you ever been in a similar situation? What did you do? Did you like the way the story ended? If not, how would you have ended it? Does this story remind you of anything else you’ve ever read? Why? Did you like this story? Why? Why not? If the reader miscued on a key word, ask about the meaning of that words using the reader’s own pronunciation. What is “typeical” baby, anyway?” You said this word, what is a ### anyway?