Week 3 “reading is not about recognizing words to accurately reproduce the printed text, but about constructing meaning. -Martens (1998) Using Retrospective Miscue Analysis

Review Cueing systems Recording and assessing children’s oral reading Miscue Analysis/ Running Records Practice with RR/MA

Flexibility and Transfer 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) Butterflies Aquarium Writing Nate’s List

Identity and Agency How does Identity and Agency come into play in our instruction Big Ideas? In whole class With tutoring? Connections/thoughts/questions

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

The Cueing Systems Used by readers to “unlock” the printed text Graphophonemic System – Phonics Semantic System – Meaning Syntactic System – Grammar Pragmatic System – How we use language based on our social situation

How do children use the cueing systems? Effective teachers know that children use all four cueing systems when engaged in literacy activities Example However, in any given circumstance, when trying to decipher a difficult text, one cueing system might be emphasized or relied upon more than the others. Example

Phonological System The symbol systems of oral and written language and the relationship between them. Phonics – Relationship between phonological and orthographic (spelling) systems (letter-sound correspondence) This cueing system deals with the smallest chunks of language: Phonemes (units of sound) graphemes (units of written representation of phonemes)

Syntactic System How words and parts of words are combined into sentences Word order Tense Number Gender How words and parts of speech go together to sound like meaningful language Structural rules of a language--grammar

Semantic System Relationships between language and meaning, the heart of language; Focus is on vocabulary: What words and phrases mean Synonyms, antonyms, homonyms Strongly related to social and cultural group Soda vs. pop Milk shake vs. frappe Sub vs. hoagie

Pragmatic System Function of language: Dependent on the social, cultural, and historical contexts of language use What we know about how and when to change language to particular social settings “Is your mother there?” (in a phone conversation) – implies “I’d like to speak to your mother.”

Using the cueing systems…

Read the following passage: The tam sat directly on top of his head. What is a tam? How did you know how to read this passage? What cues did you use?

Read the following passage Them chicken jackin my style They try to copy my swagger I'm on that next s*** now I'm so 3008 You so 2000 and late What is a chicken? What is she saying? How do you know? What cueing system did you use?

Read the following passage: Jackie G. had 12 assists, 11 service points, and four aces. Taylor C. and Paige L. led the offensive attack with a combined 17 kills. Rachel F. and Jenny M. both added 10 digs. What is this passage talking about? What are “kills” and “digs.” How do you know? What cues did you use?

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

Recording Miscues There are different conventions for annotating oral reading. Consistency is the most important thing. Running Records..\..\..\Fall 2010 teaching\209\RR.pdf..\..\..\Fall 2010 teaching\209\RR.pdf 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..\..\..\Fall 2010 teaching\209\miscue.pdf..\..\..\Fall 2010 teaching\209\miscue.pdf 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

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: Get to know your student as a reader 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

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.

And yet more practice… Listen to Lizzie’s Lunch Conduct a RR/MA as you listen See wiki for readings: Retrospective Miscue: Learning from Michael Practice doing RR/MA on Harrison’s reading Bring your RR/MA to class next time

Week 3, day 2 “Teachers can, of course, be the midwives of hope or the purveyors of determinism and despair. It all depends on context and choice.” ~Ayers, W. (2004), pg x

Today’s Topics Inquiry Groups Miscue Analysis Retrospective Miscue Analysis Assessment-Instruction cycle

Fluency anticipation guide Answer the Agree/Disagree statements and leave with me on your way out the door.

Inquiry Process Topics based on student curiosity, questions, interests Dig deeply into complex, authentic topics that matter Flexible grouping Student responsibility with peer leadership Use of proficient reader/thinker researcher strategies Draws on multigenre, multimedia resources Going beyond fact-finding to synthesizing and applying knowledge Actively using knowledge: take action, share, go public Match kids’ learning to state and district curriculum

Why Inquiry? Focuses on children’s natural inquisitiveness Student control, responsibility and choice increases self- efficacy and is motivating Helps develop problem-solving skills Students are engaged in authentic, meaningful learning experiences Small group interactions are “life-like” Allows for differentiated instruction Develops proficient readers and thinkers

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

Practice with RR/MA Turn to pg 85 in your packet.

RR Practice with Partners Listen to audio of child reading: the Pirate and the Parrot..\..\..\Fall 2010 teaching\209\MA_RR\pirate and the parrot.mp3..\..\..\Fall 2010 teaching\209\MA_RR\pirate and the parrot.mp3 Compare notations Discuss this student’s reading; remember to consider how he uses his cueing systems. Fill out MA sheet

Tallying and Analyzing RR and MA What counts as a miscue? (Review pp ! Not all miscues are created equally High quality miscues (semantically acceptable) Low quality miscues (semantically unacceptable) M, S, V Tally sheets Johns & Lenski

Analyzing the Miscues/Errors High/ low quality miscue Acceptable miscues Graphic similarities Self-corrections Cueing systems Questions to ask Syntactic acceptability: Does it sound like English? Semantic acceptability: Does it make sense? Meaning change? Y N P

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: (CD) Red flags with Evan’s Harry Potter reading

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

Review student reading Using your RR/MA from Don’t Let the Pigeon Drive the Bus do the following: Discuss your annotations with your group Discuss your completion of the analysis form I will circulate to answer questions Listen to another student read- make annotations in your packet. Pg 96-97

What does it mean? What does your student know? What level of text is this for your student? Independent % Instructional 90-94% Frustration 80-89%

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 See also packet 42-49

What do we know? What assessments have we done? What do they tell us? What do we need to know more about Possible strategies/goals? Assessment/Instruction cycle

For Tuesday… Fluency readings- see wiki Practice RR/MA with Don’t Let the Pigeon Drive the Bus Continue to work on tool kit Think about possible topics for inquiry