Literacy Design Session 3 January 26, 2012

Today’s Agenda Part One: Miscue Analysis

Part One: Running Records-Miscue Analysis What is the Cueing System? How do we code MSV? How do we use Miscue analysis to design instruction for our students?

What comes to your mind when you read this quote: “Assessment of individual students’ progress is essentially diagnostic. Such assessment is integral to the teaching and learning program. Its purpose is to improve teaching and learning.” -New Zealand Ministry of Education (Fountas and Pinnell, 2006)

Scoring a Running Record: Quantitative Analysis The information gathered while doing a running record is used to determine error, accuracy, and self- correction rates. Directions for calculating these rates are given below. The calculated rates, along with qualitative information and the student's comprehension of the text, are used to determine the student's reading level.

Miscue Analysis Def. – A Deeper Level of Analysis – Analyze the Running Record for MSV strategies being used during the Running Record – Look for cues used / neglected – Self-correction analysis – Reading strategies used – Teacher prompts for Metacognition

Three Cueing Systems Meaning Structure Visual The cueing system is the internal thinking system that goes on in our heads when we strive to get meaning from text. ~Maralyn Jaeger Adams, 1998

Meaning Semantic Cue system Does it make sense? Structure Syntactic Cue System Does it sound right? Visual Graphophonic Cue System Does it look right? ______________ Three Reading Cueing Systems Text Illustrations Print conventions *directionality*words/spaces*letters*punctuation*beginnings/ endings endings Sounds and symbols Prior Knowledge Story Sense Analogies Natural Language Knowledge of English Grammatical patterns and language structures

Qualitative Analysis shows... Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Sound Familiar?

Analyzing Running Records Take out your handout entitled “The Farm.” Get ready to take a running record.

The Farm I like to see chickens at the farm. I like to see cows at the farm. I like to see pigs at the farm.

I like to see horses at the farm. here’s Cues Used ?MSV

I like to see horses at the farm. here’s Cues Used ?MSV

I like to see horses at the farm. Cues Used ?MSV fly

I like to see horses at the farm. Cues Used ?MSV fly

I like to see horses at the farm. ponies Cues Used ?MSV

I like to see horses at the farm. ponies Cues Used ?MSV

I like to see horses at the farm. houses SC Cues used at point of error?MSV Cues used at self correction? M S V

I like to see horses at the farm. Cues used at point of error?MS V Cues used for self correction? M S V houses SC

I like to see horses at the farm. houses SC Cues used at point of error?MS V Cues used for self correction? M S V

MSV SORT PARTNER ACTIVITY MSV

Matt Jones- A-Z reader Running Record Analysis Level D

Analyzing a Running Record: Qualitative Analysis: The qualitative analysis is based on observations that you make during the running record. It involves: observing how the student uses the meaning (M), structural (S), and visual (V) cues to help her/him read. paying attention to fluency, intonation, and phrasing. thinking back to any verbal support you offered (TTA, Try That Again) and how the student responded. looking for patterns in the student’s cueing system. These observations help you form a picture of the student's reading development.

The Observation/Analysis of Cues ________ is mostly using M S V cues. ________ is neglecting M S V cues. Teaching points: (A praise and a prompt) – Praise: Pick one thing the child did well, and praise the process. “I like how you…” – Prompt: Note any error patterns and choose a strategy the child neglects. Model this for the child.

The running record is for YOU! The more running records you analyze, the easier it will be. Just attempting to analyze a running record will inform your practice and help you with the differentiation your students may need.

How does this information guide your instruction with this child? Turn and talk to your neighbors about any miscue patterns that you noticed in this running record.

What kinds of information does the child use up to the point of error? Meaning (Semantic cues) Does it make sense? Does the error match information shown in the picture? Did the child use the meaning of the text to predict the word? Is he/she applying his knowledge of the world to his reading? (Prior Knowledge & Sense of Story) Example: hopping The girl jumps over the puddle.Structure (Syntactic cues) Does it sound right? Did the structure of the sentence up to the error influence the response? Does the error sound like something we say, or that a book would say? (Grammatical patterns & language structure) Example: boat The train is gone.Visual ( Graphophonemic cues) Does it look right? Did visual information from the letters and print influence the error? Did the substitution look visually or phonemically similar to the word in the text? Does he/she use visual information from the letters and words? (Sound/Symbol relationships & Visual/Spatial concepts) Example: bee The boy is looking at a bear. When analyzing, always look up to the point of error and no further.

Critical Tips About Miscue Analysis Analyze error up to point of error and no further. Use your teacher judgment to stop the testing when the child is struggling with difficult material. Fluency rates generally impact comprehension, but don’t assume that a child that reads slowly is not comprehending. Be sure the check comprehension with the running record. ESOL students may read slowly, but comprehend in the above average range. The more running records you do, the easier it gets. The more miscues you see, the more you understand how the child is processing textual information. After you have practice in running record analysis, you might want to mark your teaching point as the child is reading.

Take a break--- Share with your group how the redelivery is going at your school. Presenters will scribe discussion notes. Have you had an opportunity to redeliver to your staff? How is it going? What worked, what didn’t? Has this work exposed needs at your school that we can address in this forum? Have you found any resources that you would like to share with the group?

32 Overview of Text Complexity Text complexity is defined by: Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

33 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures

34 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

35 Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

The End? No…