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Topics for today Codeswitching article Cueing systems Recording and assessing children’s oral reading Miscue Analysis/ Running Records Inquiry Group Assignment Guidelines Practice with RR/MA 2 min. 8:02

Codeswitching Key: There is not one correct form of English Online Discussion 10:10

Instructional implications Engage in role play to lower the affective filter Position, your students as linguists Unless the focus of your lesson is on an aspect of Standard English grammar, do not comment on students’ language form. Teach grammatical differences in formal and informal mini-lessons Use Contrastive Analysis Analyze grammar for patterns Contrast; not correction Teach children and signal to them when they need to “flip the switch,” or codeswitch 10:15 :39

Language Cues and Miscues Four cueing systems Graphophonic Syntactic Semantic Pragmatic 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? 10:17

Making Sense of Texts Cueing 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 1020

Using the cueing systems… ..\Using language exercise.doc Get into small groups of 4-5 Then Marsden 45 minutes 11:05

Recording Oral Reading Running 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 strategy Miscue implies using strategies, although perhaps not the best one for the text 5 min. (11:10 For this class, I want them to tape record either way, but they have a choice of conducting RR or MA RMA- Martens reading….

Recording Miscues There are different conventions for annotating oral reading. Consistency is the most important thing. Running Records Don’t need a copy of the text Check marks/annotations as you go Can be done “on the fly” Miscue Analysis/Retrospective Miscue Analysis Record using audio or video Revisit recording, do annotations on copy of text More time consuming, but more accurate For RMA: Child listens to her/his own reading 10 min. (11:20 Show annotation differences and differences in tally sheets

Text Selection for RR/MA The ideal is to record oral reading with a text the child can read with about 90-95% accuracy. Child choice Estimate 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 text Try to get a handle on his/her prior knowledge of the topic and of the text itself 5 minutes (11:25 Refer to text leveling table and word lists

Important Considerations Things that may affect a child’s oral reading: Familiarity with text, series, genre, topic Age/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. 5 minutes 11:30

RR Practice with Partners Take a few minutes to review together the annotations in Johnston, pp. 203 Listen to audio of child reading Compare notations 20 min. [11:50] Refresh on the difference between the MA/RR Will post a sample MA/RR for one of the extra examples to the wiki course handouts for next week. Try on own first, and can compare it to mine. Doesn’t meant that they have to change to mine….

And yet more practice… Listen to The Pirate and the Parrot & Don’t Let the Pigeon Conduct a RR as you listen See wiki for readings Practice doing RR and MA on Harrison’s readings Bring your RR/MA to class next time Make sure to do calculations on MA 10min

Today’s Topics Inquiry Group assignment guidelines Miscue Analysis

Inquiry Groups Assignment Guidelines Texts will be available for you to browse next week during our visit to Milner Inquiry texts will be selected next week- 5 min

Review of Procedures for RR/MA Converse with your student. If child provides a text, jot down title, and ask child whether s/he has read it before, etc. If you select the text Introduce the book to the child and ask him/her to make some predictions Try to ascertain child’s prior knowledge of topic, text Ask permission to record Record child reading Okay to have child-initiated conversation about text If doing MA, take anecdotal notes while child reads 5 minutes (10:10 16

More Considerations When sharing notations with students, or discussing their reading, focus on strengths at the outset When a child gets frustrated Use an intervention (i.e., “try that again”) Let’s try another text Change the activity If a child breezes through with few miscues Move on to a more difficult text Consider WHY she/he breezed through Fluency? Accurate word calling? Text familiarity? A retell may help you assess comprehension 10:15

Discussion of Reading: RMA Initial responses to RMA In the packet article, the author talks about how Michael begins “revaluing” himself. What does she mean? How does this relate to our “big ideas” of becoming and identity? What role did RMA play in this process? 10:25 18

Tallying and Analyzing RR and MA What counts as a miscue? (Review pp. 214-215! Not all miscues are created equally High quality miscues (semantically acceptable) Low quality miscues (semantically unacceptable) M, S, V Tally sheets Johnston, Appendix D Johns & Lenski 10:30 19

Summary/Analysis Sheet Harry Potter Reading (260 words) Self-correction rate (sc/unacceptable miscues) Tally errors: total errors - sc Error & accuracy rates: (errors/total words) x 100 Do self-corrections of acceptable miscues count? Some say yes, some say no I say yes; it’s good to keep track of them Caveats for interpretation: Be careful of faulty assumptions (error/accuracy rate) Listen to Evan’s retell: http://people.coe.ilstu.edu/lhandsf/videos Red flags with Evan’s Harry Potter reading 20 min. 10:50 Double check Once you have your own data we will talk about planning instruction based on oral reading records (RR/MA). 20

Analyzing the Miscues/Errors High/ low quality miscue Acceptable miscues Graphic similarities Self-corrections Cueing systems 10:55

More analyzing MSV analysis Meaning; semantic- does in make sense? Syntax; structure- does it sound right? Visual; graphophonic- does it look right? Refer to PKT 52-53 5 min 11:00

What does it mean? What does your student know? What level of text is this for your student? Independent 95-100% Instructional 90-94% Frustration 80-89% 5 min 11:05

Retelling Johnston discusses a few problems with retells: It is not a realistic, everyday activity if both people read or saw the same text. More able readers have an intuitive understanding of the testing situation, while less able readers do not (pragmatics!) and so may not perform as well Students from non middle-class households may be familiar with different story structures than those common in middle class homes. This can impact retelling See Johns & Lenski for ideas for retelling 5 min. 11:10 24

More Comprehension Assessments Translating or paraphrasing (see Johnson pp. 247-249); consider having students translate into multiple sign systems as well as multiple languages or dialects Think Alouds (See Johnston Ch. 23) Checklists for comprehension strategies Will bring handouts or post examples to wiki These need not be formal assessments They can be used in instruction and for ongoing informal assessment. 5 min. 11:15 25

Assessing Reading Fluency Reading rate is only one part of fluency Prosody: Pitch, Stress, Juncture, Slow, labored reading can neg. impact compreh. Procedures for measuring reading rate (handout) Can be done in conjunction with miscue analysis WPM or CWPM Can also be done with silent reading, as long as you time the student’s reading, but you can’t calculate CWPM this way. Multidimensional Fluency Scale 10 min. 11:25 26

Additional Practice Get into small groups with your copies from your RR and Miscue analysis of the two practice items Don’t Let the Pigeon Drive the Bus The Pirate and the Parrot/ Lizzie’s Lunch Go over your analysis and discuss any similarities/ differences. I will circulate to answer questions, etc. 25 min 11:40 Questions?

For Monday… See wiki for readings Additional RR practice on wiki; My Brother Wants to be like me

Text: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crashed the car on the side of the street. Reader 1: Sarah’s brother, who was only twelve and didn’t yet know how to drive, crushed the car on the side of the street. Reader 2: Sarah’s br- broker, who was only twenty and didn’t know how to dr- drip, crasled the car on the side of the st- steps. Reader 3: Sarah bruvver, who was only twelve and didn’t yet know how to drive, crash the car on the side of the street. Reader 4: Sarah’s brother, who was only twelve and didn’t know how to drive a car, crashed the car on the side of the road. Reader 5: Sara’s brohther, who was only… twelve? and deedin’t yet k-now…know how to dreeveh…drive, crash the car on the side of the street. What cueing systems are these readers using? Which reader(s) would you consider successful? Why? What other information could you use about these children? 35 min./11:01 What language resources, or cuing systems, are these 2nd grade readers utilizing? - 5-10 min. in groups Go over each. Which reader(s) would benefit from phonics instruction? OR remediation? What other information do you need? What if reader 3 read it like that in his literature circle group? What about in a guided reading group? What about in a lesson that was explicitly focused on Standard English grammar? What does this say about who he is becoming? --> To assess a student’s use of the pragmatic cuing system, we have to take into account the larger context of the activity, including it’s setting, purpose, and the other participants.