1. Once you have: 1. Found the student's reading levels with the IRI. 2. Found appropriate materials for the RMI (highest instructional level [oral or silent], approx. 500 wds long, a self contained story 3. Made yourself a typescript: A copy of the text of the piece read by the student that is a. double spaced b. has each LINE marked with a number {0102=page one, line 2} c. each page break is marked with a horizontal line. 4. Had the student do the Burke Interview. 5. Had the student read the original copy while you listen, mark and record the reading. 7. Had the student do the unassisted then the assisted retelling. You are ready to MARK your RMI.

2. Substitutions Expected response: The small boy ran down the hill. Observed response: The small boy ran up the hill. up Marking: The small boy ran down the hill.

3. Correction Expected Response: The small boy ran down the hill. Observed Response: The small boy ran up down the hill. c up Marking: The small boy ran down the hill.

4. Unsuccessful Correction Expected Response: The small boy ran down the hill. Observed Response: The small boy ran down the road, down the road. uc road Marking: The small boy ran down the hill.

5. Abandons Correct Form Expected Response: The small boy ran down the hill. Observed Response: The small boy ran down the hill, the road. ac road Marking: The small boy ran down the hill.

6. Repeat Expected Response: The small boy ran down the hill. Observed Response: The small boy ran down the hill, the hill. R Marking: The small boy ran down the hill.

7. Omission Expected Response: The small boy ran down the hill. Observed Response: The boy ran down the hill. Marking: The small boy ran down the hill.

8. Insertion Expected Response: The small boy ran down the hill. Observed Response: The small boy ran down the big hill. big Marking: The small boy ran down the hill.

9. Pause Expected Response: The small boy ran down the hill. Observed Response: The small boy ran down the...(6 seconds)... hill. 6 Marking: The small boy ran down the hill.

10. Betsy The Man Who Kept House

11. Coding your RMI You analyze the sentence as it was left by the reader: When you check the sentence for coding: –If the reader corrected the miscue, you read it as corrected? –If the reader had a simple repeat, you do not repeat when considering coding. –If they do not correct a miscue, you read the last miscue made (if they made several attempts, use the last attempt).

12. At the end of the sentence, you will ask three questions in this order: –Is the sentence, as left by the reader, syntactically acceptable? Y or N (Remember, even if it makes no sense, it can be syntactically acceptable) –Is the sentence, as left by the reader, semantically acceptable? Y or N (Does it make sense within the context of the story?) –Does the sentence, as left by the reader, change the story? Y or P or N (Remember, you can have a “partial” here)

13. c waked The man walked down the road to his home house. YYN

14. waked The many walked down the road to his c hope house. YNY

15. waked The man walked down the road to his hope house. NNY

16. TIP – If the first question is answered “N”, then it is automatically NNY. No further questions need be asked. If the second question is answered “N”, then it is YNY.

17. When you finish coding: Count the total number of sentences (in the whole story, even if no miscues occurred in them). Use this to find the percentages of: –Syntactic – Y and N –Semantic – Y and N –Change – Y and P and N

18. Also find the percentages of: YYN YYP NNY YNY

19. Analyzing miscues Predictive Strategies Confirming strategies Internalization Strategies Graphgo/Phonic strategies Sytactic Strategies / Semantic Strategies / Pragmatic Strategies Make a tic each time your student uses one of the strategies listed (Syntactic/Predictive Strategy). (Semantic/Confirming Strategy)

20. Strategy Lessons Reading Strategies: Those interactions with print available to the unaided reader. Metacognitive control is very helpful, if not essential. Strategy Lessons: Planned literacy events in which a single reading strategy is highlighted. They are arranged to encourage the readers conscious use of the selected strategy without interfering with the natural interactions within the reading systems. Meant to support the reading strengths of the selected reader while scaffolding to support weak areas.

21. Look for trends rather than single instances. For instance in “The Man Who Kept House”, Betsy has problems with “keeping house” at each occurrence. She gets it “right” and abandons the correct form at one point. It is obvious that the problem does not lay with the grapho/phonic system since she pronounces the words correctly on at least one occasion.

22.  Syntax does not appear to be the problem as she substitutes “keeping home”, which carries the same syntactic nuance as “keeping house”.

23. The trouble appears to be with semantics. She doesn’t know what “keeping house” means. Her background (schema) will not allow her to put these two words together in a meaningful way.

24. The real problem here, with Betsy, is that she continues to accept the nonsense this particular idiom (“keeping house”). Her only strategy appears to be substitution. When the substitution doesn’t work, she is stumped. She lacks strategic knowledge of idioms and there uses.

25. What could we do for Betsy at this time to help her build a working strategy for this situation, confronting an unknown idiom, when it happens again? Well, you might want to have her participate in a play such as the following: http://www2.uhv.edu/trowbridges/3320/power point_presentations.htm http://www2.uhv.edu/trowbridges/3320/power point_presentations.htm