1 / 25

Cueing Systems, Running Records & Miscue Analysis

Cueing Systems, Running Records & Miscue Analysis. February 1, 2012. Today’s Class. Review Cueing Systems Identify the symbols used for coding a Running Record Take a Running Record Analyze a Running Record Discuss Retell Define Agency and Identity

dot
Download Presentation

Cueing Systems, Running Records & Miscue Analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cueing Systems, Running Records & Miscue Analysis February 1, 2012

  2. Today’s Class • Review Cueing Systems • Identify the symbols used for coding a Running Record • Take a Running Record • Analyze a Running Record • Discuss Retell • Define Agency and Identity • Describe ways teachers develop agency and identity in students • Develop a plan for working with students to develop their identities as literate people and their agency

  3. Cueing Systems (aka Information Systems) The tools that readers use to make sense of text • M- Semantic (Meaning, Vocabulary) • S- Syntactic (Structure, Grammar) • V- Visual (Graphophonic) • Pragmatics (Social/Cultural understanding and use of language) Fluent readers use all of these systems simultaneously to make sense of text

  4. Cueing System Activity • I’m going to show you some texts • Think about how you are making sense of it and what Cueing System you are using to understand the text.

  5. Read the following passage: הזחל המאוד רעב What does this say? How do you know?

  6. Does this help?

  7. Read this Glis was very fraper. She had denarpenFarfie’smardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbled the gorger. “Clorstymardsan!” she boffed. • Why was Glisfraper? • What did she do to the binky? • What did Glisbof about the mardsan? How do you think she felt? How do you know? What cueing systems did you use?

  8. Does this help? • Have you ever been to a birthday party? • What do you know about a birthday party? • What are some feelings associated with birthday parties?

  9. Try Again: Read this Glis was very fraper. She had denarpenFarfie’smardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbled the gorger. “Clorstymardsan!” she boffed. • Why was Glisfraper? • What did she do to the binky? • What did Glisbof about the mardsan? How do you think she felt? How do you know? What cueing systems did you use?

  10. Read the following passage: Bryant took an inbound pass from Luke Walton but his fadeaway jumper rimmed out as the Lakers lost for the second time in three games. "I just wanted to get a good look," Bryant said. "I wanted to raise up, put enough arc on the ball. It felt pretty good, it just came up a little bit short." What is this passage talking about? • What do the following mean? “fadeaway jumper” “rimmed out” “good look” • How do you know? • What cues did you use?

  11. Take a look at the following: Es waren einmal drei Bären, die in einem kleinen Häuschen mitten im Wald wohnten. Es gab einen Papa Bär, einen Mama Bär und einen Baby Bär. Does this help?

  12. Cueing Systems and Running Records • When analyzing the miscues after taking a Running Record, the teacher will look to see what type of miscues a child makes. • If a person relies to much on one type of cueing system, it impedes fluency and comprehension • Finding patterns in the miscues will help a teacher determine the readers strengths and needs and plan appropriate instruction

  13. Thinking about Cueing Systems… …..what might you want to know about your student? How will you find out? (What assessments do we have so far and what will they tell us)

  14. Running Records/Miscue Analysis A quick way of recording the oral reading of a student • Use the miscues to gain insight into how a student approaches text • There is a specific code that is used when marking • Miscues are tallied and analyzed to see what Cueing Systems the student is using • Teachers set goals and make instructional decisions based on the analysis of the miscues.

  15. Reading Assessment Observation Survey- Developed by Marie Clay to give teachers information about how a child thinks and processes information Running Record- assessor listens to a child read a passage or a book (usually around 100 words) and records the child’s reading, analyzes the results and looks for patterns

  16. 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)

  17. Steps for taking a Running Record Look at p. 85 of the packet Familiarize yourself with the notation Select a book or a passage from a book for the child to read Listen to the child read aloud, using notation to record miscues (an audio recording of the reading will make it much easier for you to analyze)

  18. Here’s what it looks like • We will watch the video of Aidan reading. • You can try to follow along as well. Plan B: http://www1.teachertube.com/viewVideo.php?title=Running_Record_1&video_id=87744 http://www.youtube.com/watch?v=CkaLfXAlQeo&feature=related

  19. You Try It! • We will listen to the audio tapes and you will record the following: • Accurate Reading • Omissions • Substitutions • Insertions • Self corrections

  20. So what do we do with this information • Tally the information you recorded • Count the number of miscues: self-corrects and errors • Determine what Cueing System the student was using or not using when he/she made the miscue • Calculate • Error Rate (E/W x 100) • Accuracy (%, 100-ER) • Self-correction rate (ratio, SC:SC + E)

  21. Try it for Busy Beavers • Count the number of words in the passage • Count the number of errors • Count the number of self-corrections • Calculate Accuracy Rate, Error Rate and Self-correction ratio

  22. “Don’t Let the Pigeon Drive the Bus” For more practice: • Print off “Pigeon” text posted on Blackboard • Listen to Harrison reading (audio files are all in a file within the RR/MA folder) • Practice taking a Running Record • Bring it to class on Thursday and we will discuss it.

  23. Putting it All Together With a partner: • Discuss the “Big Ideas” from your readings and class discussions • Come up with at least 2 ways that the “Big Ideas” will impact your work with a student. • Assessment chart- Think about something you may want to know about your student and add any assessment(s) to your chart that you think you might want to use

  24. Looking Ahead • Tuesday, February 8th, we will meet on the 6th Floor of Milner (Tutoring Kit is due on this day) • Lesson Plan Template will be posted on Blackboard • Addition to your Literature Log that you started in 208. A template for this will be posted on Blackboard

  25. Next Time • We will continue with Miscue Analysis and Retells • Review “Miscue Made Easy” and Read Blackboard article Retrospective Miscue Analysis • See the Miscue Analysis materials in Improving Reading, pp. 248-250pp. And 276-277 (4th edition) or pp. 282-283 and pp. 324-325 (5th edition) • Bring the packet pages with you

More Related