Cueing Systems,
Running Records &
Miscue Analysis
September 6, 2011
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
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)
Readers use all of these systems simultaneously to make
sense of text
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.
Read the following passage:
‫הזחל המאוד רעב‬
What does this say?
How do you know?
Does this help?
Read this
Glis was very fraper. She had denarpen Farfie’s mardsan. 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.
“Clorsty mardsan!” she boffed.
1. Why was Glis fraper?
2. What did she do to the binky?
3. What did Glis bof about the mardsan? How do you think she felt?
How do you know? What cueing systems did you use?
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?
Try Again: Read this
Glis was very fraper. She had denarpen Farfie’s mardsan. 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.
“Clorsty mardsan!” she boffed.
1. Why was Glis fraper?
2. What did she do to the binky?
3. What did Glis bof about the mardsan? How do you think she felt?
How do you know? What cueing systems did you use?
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?
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.
Last one…
http://www.klm.com/travel/nl_nl/index.htm
Cueing Systems and Miscue Analysis
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
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)
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.
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
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)
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)
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
You Try It!
• We will listen to the audio and you will record
the following:
• Accurate Reading
• Omissions
• Substitutions
• Insertions
• Self corrections
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)
Try it for Busy Beavers
1. Count the number of words in the passage
2. Count the number of errors
3. Count the number of self-corrections
4. Calculate Accuracy Rate, Error Rate and Selfcorrection ratio
“Don’t Let the Pigeon Drive the Bus”
For more practice:
• Print off “Pigeon” text
• Listen to Harrison reading
• Practice taking a Running Record
• Bring it to class on Thursday and we will discuss
it.
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
Looking Ahead
•
Tuesday, September 20, we will meet on the 6th Floor of
Milner (Tutoring Kit is due on this day)
•
Tutoring begins Tuesday, September 27
•
Lesson Plan Template and examples will be posted in the
Wiki
•
Addition to your Literature Log that you started in 208. A
template for this will be posted on the Wiki
Next Time
• We will continue with Miscue Analysis and Retells
• Review “Miscue Made Easy” and Read 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
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