2. Miscue Analysis The more you know about what a students are attending to as they read…the more you can craft instruction that will help them improve. Fountas, I., Pinnell, G. (2001)

3. Semantic (Meaning) Syntactic (Structure) Graphophonemic (Sound-symbol) Cueing Systems

4. Why use miscue analysis? Helps the teacher understand what the reader knows about the process of reading

5. Why use miscue analysis? Provides the teacher with insight into which strategies the student is able to independently apply

6. Why use miscue analysis? Helps the teacher determine the cause of miscues

7. Why use miscue analysis? Highlights strengths in the reading behaviour

8. Why use miscue analysis? Leads to identification of areas for instruction and strategy development

9. Why use miscue analysis? …keep in mind the underlying idea that the most useful way to look at miscues is not as a failure on the reader’s part but as a rich source of information about what she knows and does. Wilde, S. (2000)

10. Procedure 3.Record analysis on copy of text or tape record for future analysis. 2.Ask student to read the passage. 1.Select material student has not read, but with content that is familiar. 4.Following the reading, ask student to give an unaided retelling. 5.Use open ended questions to probe for further understanding.

11. MiscueConvention Insertion Omission Repeats Reversal Self-correction Substitution Write the reader’s word over text omission Reversed words are words said in reverse order This^was inserted Self-correction When a word is repeated, write the letter R over it on top of word SC R

12. WINDY RIVER- Last Monday is a day Bob James will never forget. That’s when he walked into the living room to see what his two- year-old girl, Chrissy was doing and realized she was missing. The front door was wide open and an icy minus 20ºC wind was blowing into the house. R Christy mutus

13. James ran outside and looked up and down the street, but Chrissy was nowhere to be seen. The police responded to his call for help by mobilizing most of the people in this small town. After a 20 minute search, the child – dressed only in pants, a sweatshirt and slippers – still couldn’t be found. Christy he SC his SC

14. Miscue (reader’s words) Type of Miscue Meaning Loss (Y/N) Instructional focus JamesrepeatN (SC)none ChristysubstitutionNphonetic open widereversalNnone mutussubstitution Y making sense? ---(degrees)omission Y making sense? hesubstitutionN(SC)none hissubstitutionN(SC)none

15. How can the information from a miscue analysis be used to plot students on the First Steps Reading Continuum?

16. Using miscue analysis data to plot student reading development. Identify the predicted developmental phase for the student Connect the miscue analysis data to the Key Indicators in the appropriate phases of the continuum Highlight and date the indicators you feel confident the student demonstrates

17. First Steps Indicators Making Meaning at Text Level Making Meaning Using Context Making Meaning at Word Level