Week 3

1. Week 3 Come in and be sure to sign in

2. 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

3. Codeswitching • Key: There is not one correct form of English • Online Discussion

4. 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

5. 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?

6. 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

7. Using the cueing systems… • ..\Using language exercise.doc • Get into small groups of 4-5

8. 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

9. 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. 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

11. 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.

12. 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

13. 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

14. Today’s Topics • Inquiry Group assignment guidelines • Miscue Analysis

15. 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-

16. 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

17. 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

18. 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?

19. 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

20. 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

21. Analyzing the Miscues/Errors • High/ low quality miscue • Acceptable miscues • Graphic similarities • Self-corrections • Cueing systems

22. 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

23. 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%

24. 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

25. 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.

26. 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

27. 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.

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

29. 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?