September 8, 2011

 Analyze Running Record for Don’t Let the Pigeon Drive the Bus  Review calculating reading level of texts  Practice using Miscue Analysis  Using RR and MA data to inform instruction  Tutoring Plans

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

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

How did it go?  What problems did you run into as you took this RR?  Did anything get easier?  Let’s tally the miscues  Calculate the following ◦ Error Rate (E/W x 100) ◦ Accuracy (%, 100-ER) ◦ Self-correction rate (ratio, SC:SC + E)

 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

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.

 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

 IEP Readability Scale  Smog Readability Scale Smog Readability Scale  Word Readability  Online Resources 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 Database

 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.

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)

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

 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.

 Review the coding sheetcoding sheet  Questions about symbols or what the miscues mean?  Evan’s reading of Harry Potter and the Order of the Phoenix 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, ) readwritethink.org,

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

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?

 Template is posted on the Wiki  Look at examplesexamples  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?

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

 Improving Reading, Ch. 1  Start familiarizing yourself with Interest Inventories and Surveys (Links on Wiki)  We will discuss planning tutoring sessions. Examples of lesson plans. Bring a blank copy of the template. (Draft will be due on September 20, Final copy due on)  Bring your Improving Reading book (This is the last time I will ask you to bring it)