1. C&I 209: MA/RR and Retells- Putting the Pieces Together
February 6, 2012

2. Today’s Class 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

3. Running Records 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

4. Errors? Substitutions Omissions Insertions No Attempt and Assistance
Reversals
Self Correct
Hesitations
Repetitions
These need to be noted if they occur frequently (qualitative analysis)
Counted as Errors
Not Counted as Errors

5. So what do we do with this information
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)

6. Try it for Busy Beavers Count the number of words in the passage
Count the number of errors
Count the number of self-corrections
Calculate Accuracy Rate, Error Rate and Self-correction ratio

7. Readability
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

8. Readability
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

9. Readability
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.

10. The 5-Finger Test 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

11. Leveling Books 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

12. Using Word Lists to Estimate Reading Level
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.
5 min.

13. Remember….
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)

14. Why MA?
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

15. Discussion of MA Readings
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.

16. Conducting a Miscue Analysis
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, )

17. Reading Assessment
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

18. Let’s Put it All Together
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?

19. Planning for Tutoring Sessions
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?

20. “Don’t Let the Pigeon Drive the Bus”
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.

21. A Formative Assessment
PMI Review (Plus, Minus, Interesting)
On a piece of paper write the following:
Plus- Something that you found particularly interesting or useful in class
Minus- Something that was confusing, unpleasant, repetitive, or unhelpful
Interesting- Anything that you want to say about the class, share about yourself or question you would like answered

22. Next Time Improving Reading, Ch. 1
Start familiarizing yourself with Interest Inventories and Surveys (Links on Wiki)
Read What is Fluency, PKT pp
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)