1. Today’s Class Agenda Book Trailer
Websites:
Running Records: Practice, Miscue Analysis
Meet in Reader’s Notebook Groups
New Strategy for last 100 pages of OOMM
The conference & running record: Child Study #4
Literacy Strategy Presentations: About the assignment Schedule

2. Due dates:
Writing Sample from your child study student brought to class in two weeks(see next slide for details)
You have next week “off” for responding to assigned readings. However, the following week requires two responses and one is a book poster that will be shared with the entire class the week of October 13. Modeling provided today!

3. Marshfield Dreams by Ralph Fletcher
Who is Ralph Fletcher? He is an author of children’s books and also teaches teachers ways to teach writing.
This book is a biography of Ralph Fletcher’s early years, growing up in Marshfield, Connecticut.
Some of Ralph Fletcher’s other books:
Spider Boy
Flying Solo
Fig Pudding
The Sandman
…..and many others!
I really liked this book because it reminded me of growing up and how fun it is to have siblings! There are many moments in this book when you will laugh out loud and want to share with another reader.
Listen to more about Marshfield Dreams by clicking here
Marshfield Dreams by Ralph Fletcher
Published in 2005
Sure to make you laugh and enjoy the Fletcher family!

4. You will need a writing sample in two weeks!
Best if it is “finished” (ask child to read it again and make any changes; especially in older grades)
Creative writing (i.e.: stories), personal narratives, well developed responses to literature, well developed journal entries, assessment practice writing, etc.
Younger children: have them draw a picture to go with the writing; take whatever they are willing to record (encourage them to record individual letters if there is no writing present)
These do not work: writing copied from the board, handwriting practice, sentence starters, teacher corrected writing, report writing

5. This chapter shares the importance of reading aloud, a practice that is proven in research to effectively motivate children to read, provides a strong model of reading, informs children of authors/books, and encourages life-long reading.  
After reading Steven Layne’s chapter about reading aloud, as well as other knowledge you have from past classes about reading aloud, compose a short “talk” you might share with your grade level team or an administrator who does not value reading aloud.  
At the end, share three read-alouds you could use with your current placement. (Use your book lists in course packet if needed!)

6. Analyzing Running Records
After we have recorded markings on the running record, we need to decide which are miscues and count those.
Tally Self-Corrects.
Now we need to decide why the child made the miscues, why the child self-corrected we need the cueing systems in order to do that.

7. (M) MEANING (SEMANTICS)
Child is using the pictures
The whole story is used
It “makes sense”.
Context of the sentence
Previous text they have read
Though a miscue is made the child is using meaning in attempting the word.

8. Meaning (Semantic) Examples
She walked across the busy street road
My dog jumped over the fence leaped
The girl is eating an apple biting
My teacher helped me read the book story.

9. (S) STRUCTURE (SYNTACTIC)
Child uses up to and including the miscue, but not past it.
It “sounds right” grammatically to the miscue.
The words could occur together in the sentence.
Though a miscue is made, the child is using meaning of sentence structure to attempt the word.

10. SYNTACTIC EXAMPLES She walked after the busy sidewalk. across
My dog barked over the fence jumped
The girl is sitting an apple eating
My teacher showed me read the story helped

11. (V) VISUAL (GRAPHOPHONIC)
The child uses sound and letter similarities
It “looks right”.
Words with similar beginnings/endings.
The child looks for visual patterns. Though a miscue is made, the child is using what they know about the look or sound of the words to attempt the word.

12. VISUAL EXAMPLES She walked across the buy sidewalk. busy
Many dog jumped over the fence My
The gorilla is eating an apple girl
My teacher hoped me read the story helped

13. Language Cueing System
MEANING:
Semantic Cues
STRUCTURAL:
Syntactic Cues
Comprehension
VISUAL:
Graphophonic Cues

14. Analysis of Reading
Place M (meaning) S (structure) V (visual) in the analysis columns next to tallies.
Read the sentence up to and including the miscue.
Ask yourself, “Which part of the cueing system did the student use when making this miscue?”
Use your flipchart to help!

15. Analysis of Reading
Circle the parts of the cueing system that were used. (We are looking for what the child does well, not what the child doesn’t know.)
Self-Corrects:
You will have two MSV’s for self-correct column. One for the Error and one for the Self-correct.
After you have analyzed all MSV’s, count up the circles and place total at the bottom of the reading record.
These numbers indicate strengths and areas of need.

16. A complete running record
Recording the RR
Scoring the RR
Analyzing the RR
Listening to the retelling & scoring on a rubric
Considering the fluency
Making instructional decisions!

17. Reader’s Notebook Groups
Share Double Entry Journals: excerpts & responses
Discuss OOMM:
Melody’s friendships
School/teacher’s role in educating students/ teachers/parents about disabilities
Character you connect with?
Character you are most annoyed with

18. Questioning
Questioning engages us with reading, keeps us wondering, creates curiosity
While children naturally question, we want to help them get beyond literal questions
Higher level questions need to be modeled and taught with literature that keeps children interested and engaged
Questioning can be practiced with any genre!
Good readers:
- ask questions before, during, and after reading
- understand that some answers will be found in text, others will not
- ask questions for many purposes

19. What makes a “good” question? What should we be modeling?
It makes you think!
There is more than one answer
It might make you reread to gain more information
Can be asked in different ways
Can’t be answered from information in the book
Makes you think about your own life
Makes you want to read more and learn the answer
Promotes discussion and sharing of opinions
Cannot be answered quickly
The answer can change when you discuss with others
(Questioning Strategies to Deepen Comprehension, Angela Maiers, 2008)

20. For next week… with Out of My Mind
Record questions you have as you read
Note any questions you have after you complete the book
Use the handout to evaluate the types of questions you produced.
Create model questions for any categories you are missing. Important to have these models for students to encourage higher level questioning.
Note which questions were answered (a), which are still lingering (l), which require discussion (d)!

21. Assessment #4 (Conference & Running Record)
Sample conferences on Blackboard (assignments tab). I recommend you watch these before you meet with your students.
Be prepared to take a running record. Have a goal for the student.
Keep good records: running record, anecdotal notes.
Complete all parts of running record: prediction, running record, retell.
Follow the running record with conversation: goal, what they do well as a reader, their thinking about reading, etc.

22. Literacy Strategy Project
A look at the assignment and expectations
Must use text with your strategy: children’s lit, magazine article, website reading, non-fiction text, textbooks, reading series, etc.
Directions in syllabus on pages
Note lesson plan requirements.
See the schedule for your presentation date.
You will need to teach this strategy in your placement by your presentation date.
Sample presentations.