5020 week 11 cueing sys miscue slides
- 1. LCRT 5020: Workshop in Literacy & Language Teaching (April 13) Welcome! I’m glad to see you! Sign in & get a name tag Sit in your Choice book groups
- 2. Tonight’s Agenda Choice Book Groups The National Scene: Insights gained? Cueing Systems; Miscues & Miscue Analysis PBA Workshop: Draft ideas & Paper Drafts Before you Leave Tonight: Looking Ahead: April 20th ONLINE SESSION (opens Monday, April 20th)
- 3. Choice Book Groups Deep Reading Comprehension (books)I read it, but I don’t get it and Thinking through Quality Questioning Courtney, Patrick & Dima Reading essentials: Brandi, Melanie, Shannon, Lindsey Reading essentials & When kids can’t read: Trina, Chelsea, Kaylee, Michelle V. Understanding & Using Miscue Analysis: Mariesa & Michelle A. Differentiating for English Language Learners: Julia & Christina Teaching CLD Learners: Katie, Shanna, Kara
- 4. SHARING CHOICE BOOKS IN AN INFORMAL PROFESSIONAL DISCUSSION Discuss & decide on what to include in an informal overview of the choice book to seminar colleagues; Which of the literacy instructional strategies you tried out with students will you share? What insights gained with you share? Besides bibliographic information about the book, what KEY CONCEPTS and which of your “TOP FAVORITE” literacy instructional strategies or recommendations will you include on the handout? NOTE: One handout per book title discussed.
- 5. The National Scene: RE-GROUP PLEASE! COURTNEY, BRANDI, SHANNA, KAYLEE DIMA, MICHELLE A, MARIESA, CHRISTINA, KARA MELANIE, JULIA, CHELSEA, SHANNON KATIE, LINDSEY, MICHELLE V., TRINA
- 6. The National, State & District Scenes What most surprised you as a result of this research? What concerns do you have for learners in the classrooms as a result of the research you did? What concerns do you have for learners who are gaining English as an additional language as a result of the research you did? What are 5 key pieces of information you would share with parents about these “scenes.” (record on chart paper)
- 7. Making sense of it all!!! We’ve read a lot about the reading process, miscues, and analyzing miscues!!!
- 8. In your table group: Together develop a definition of the terms & add to the chart A sociopsycholinguistics view of reading Share out!
- 9. At your table group: Together develop a definition of the term & add it to the chart A sociopsycholinguistics view of reading: Reading viewed as a transaction between the mind of the reader and the language of the text that occurs within situational & social contexts. The situational & social factors influence how a person reads & what the reader understands from the text. An innate ability to use written language that so some degree can be acquired (Freeman & Freeman, 2004, 24). Also see Weaver (2009) page 36
- 10. What do we know about good readers? Good readers: Draw upon schema, syntactic and semantic contexts, and grapho/phonemic knowledge. Draw upon pragmatics. Go from print to meaning. Make miscues. RESEARCH USING MISCUE ANALYSIS EXPANDED THE FIELD’S UNDERSTANDING OF THE READING PROCESS.
- 11. Miscue Analysis Dr. Kenneth Goodman
- 12. A Brief Historical Perspective MISCUE ANALYSIS: Developed by Kenneth Goodman in the 1960’s Sought to enhance our understanding of the reading process. This knowledge has helped to improve reading instruction.
- 13. Miscue What does it mean? “A miscue, which we define as an actual observed response in oral reading which does not match the expected response, is like a window on the reading process.” (Goodman, 1969)
- 14. Readers make use of at least 3 cueing systems Grapho-phonetic She was not a type-i-cal baby. (typical) Syntactic None of us never figured out why. (ever) Semantic She was a small yellow bird. (canary)
- 15. FOUR Cueing Systems: Don’t overlook Pragmatics (a key influence on comprehension)
- 16. Why Pragmatics? The social (and cultural) contexts that influence the: Purpose and use of language (and text); Ways in which people produce language (and text); Ways in which people comprehend meaning through language (and text). LASTLY…Keep in mind: Teachers can influence purpose! Perspective! A reason for reading!
- 17. Pragmatics THANKS FOR THE WARNING!
- 18. Key findings of the miscue analysis research 1. All readers make miscues when they read aloud (even good readers). 2. The miscues of effective readers are qualitatively different from ineffective readers Their miscues tend to preserve meaning; They tend to miscue on non-content words (e.g., function words, pronouns, etc.). WHY?
- 19. Why might good readers miscue function words? The ----- ----- ----- ----- ----- so they ---- ---- on the ----- and ----- ----- . Over at the ----- of the -----, they ---- ---- - ------ an ----- in his ----- and ----- a ---- to a ----- ---- - who ----- ------- in the ----- with a ----- in her ----- . The ----- ------ on a ------ , ----- ----- and the ----- ------ a ----- on the ----- ------- . What did you comprehend from this paragraph? Try to retell it! What’s helpful for comprehension? Function words, Pronouns, Prepositions?
- 20. What’s helpful for comprehension? Content words? Function words? Pronouns Prepositions? ---- boy’s arrows were nearly gone -- ----- all sat down -- ---- grass ---- stopped hunting. ---- --- ---- edge --- ---- woods, ---- saw Henry holding--- arrow --- ---- hand ---- making -- bow -- -- small girl --- was standing -- ---- road --- -- bow --- ---- hair. The girl had --- -- beautiful, long dress --- --- boy noticed - tear -- --- girl’s cheek. What did you comprehend from this paragraph? Try to retell it! WHICH WORDS CARRY MEANING?
- 21. Key findings of the miscue analysis research (2) 3. The correction behaviors of effective and ineffective readers are different Effective readers mostly correct when meaning is lost 4. Effective readers engage in a great deal of prediction when they read, including at the Word level Sentence level Passage level
- 22. Can you gain meaning from this passage? Start at the word level! -o-e-i-e- a-- -o-o -ou - - - i- - -a - a -i-e -e - o- - -a - - e- o- -i- -i-e, -o- - i-- i- --e -ie- -s -e a - - - e -o o - - o - - i - - i - - - e - ie - i- - - e - - i- e - . What did you comprehend from this paragraph? What were you able to comprehend at the word level? Were you able to predict? Try to retell it! How useful are consonants at the word level? And for making meaning? Could you gain meaning from this passage? WHY?
- 23. Can you gain meaning from this passage? Try at the word level! -nc- -p-n – t-m- th-r- w-s – h-nds-m- y- - ng w-lf n-m-d L-b-. L-b- l-v-d w-th h-s m-th-r -nd f-th-r –t th- -dg- -f - d- - p d-rk w - - ds, n- - r th- l-ttl- t-wn -f C-l - - s. What did you comprehend from this paragraph? What were you able to comprehend at the word level? Sentence level? Passage level? Were you able to predict? Try to retell it! How useful are vowels at the word level? And for making meaning? Could you gain meaning from this passage? WHY?
- 24. Word parts: What is useful? - - e - - lf - as so - - -enous -hat he - - dn’t - ait -or - - ttle -ed - - ding -ood to -sk -er “- - - ndma” -ow -he -as or -o - - ing -er -he - - sket of - - - dies. Word-initial letters: How important are they? Where do readers focus their attention? Were you able to predict? Could you gain meaning from this passage? WHY?
- 25. Word parts: What is useful? “ W-at a mar- - ous oppo- - - nity!” th - - -ht L – bo. He t - ld t-e c- - ld to s- op a-d p-ck fl - - - rs f-r h-r gran - - - ther. Middle letters: How important are they? Were you able to predict? Where do readers focus their attention? Could you gain meaning from this passage? WHY?
- 26. Word parts: What’s useful? Lob- went- strai- - - to th- grandmoth – - ‘- be- an- gobb- - - he- up. He donn - - he- ca- an- gow- an- clim - - - int- be-, feel - - - non- to- wel- hims ---. Word-ending letters: How important are they? Where do readers focus their attention? Were you able to predict? Could you gain meaning from the passage? WHY?
- 27. Key findings of the miscue analysis research (3) 5. Effective and ineffective readers use grapho- phonetic knowledge differently The goal of making sense influences the grapho-phonetic attempt of effective readers. 6. Effective readers use a wider range of strategies in the attempt to understand text (e.g., Predict? Monitor comprehension? Makes sense? Sounds right – grammatical? Looks right? Problem solve?) Not confined to “sounding it out”
- 28. Can you read this? What strategies are you using? …...fi yuo cna raed tihs, yuo hvae a sgtrane mnid, too. Cna yuo raed tihs? Olny 55 plepoe tuo fo 100 anc. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
- 29. Effective readers use a wider range of strategies in the attempt to understand text Did you gain meaning? WHY? What strategies did YOU use? Sound it out? Predict? Looks right? - the visual word? Sounds right – grammatical? Makes sense? Monitor comprehension? Problem solve?
- 30. Agree? Disagree? Why? 1) The goal of reading instruction should be accurate identification of every word. 2) Less proficient readers often overrely on graphic cues & phonics because they focus on saying all the words correctly. 3) Constructing meaning from a text is more important than identifying each word in the text. 1) The goal of reading instruction should be effective & efficient use of reading strategies in order to construct meaning. 2) When a reader reads aloud, her understanding is generally ahead of her voice. 3) Proficient readers are consistently also fluent readers. 4) Effective readers tend to read new words by analogy using parts of words they already know like chunks, syllables, onsets & rimes. 1) Accurate word identification in oral reading is appropriate only for rehearsed reading performances. 2) Good readers do not only read left to right; when reading for meaning, they often regress to correct or repeat read to confirm or look ahead to clarify meaning. 3) Less proficient readers often focus on identifying each word which detours them from constructing meaning.
- 31. Agree? Disagree? Why? 1) F The goal of reading instruction should be accurate identification of every word. 2) T Less proficient readers often overrely on graphic cues & phonics because they focus on saying all the words correctly. 3) T Constructing meaning from a text is more important than identifying each word in the text. 1) T The goal of reading instruction should be effective & efficient use of reading strategies in order to construct meaning. 2) T When a reader reads aloud, her understanding is generally ahead of her voice. 3) F Proficient readers are consistently also fluent readers. (p. 110 flow vs fluency) 4) T Effective readers tend to read new words by analogy using parts of words they already know like chunks, syllables, onsets & rimes. (p. 113) 1) T Accurate word identification in oral reading is appropriate only for rehearsed reading performances. (p. 81) 2) T Good readers do not only read left to right; when reading for meaning, they often regress to correct or repeat read to confirm or look ahead to clarify meaning. (P. 109) 3) T Less proficient readers often focus on identifying each word which detours them from constructing meaning. (P. 113)
- 32. A bit more history . . . Yetta Goodman and Carolyn Burke (1970’s and 1980’s) Miscue analysis serves as a tool to help teachers learn about the reading process. It is also a diagnostic tool for reading assessment and instruction in the classroom.
- 33. Three Basic Questions: Miscue Analysis How does the learner construct meaning through printed texts? What cueing systems is the reader using to read out loud? What is the quality of the miscues?
- 34. Steps in conducting Miscue Analysis Coding the Miscues and Analyzing Patterns 1. What is coded as a miscue? Insertions, omissions, substitutions, partial word, and reversals, corrections, unsuccessful attempt at correction, sounding out, mumbling. In repeated attempts, the first attempt is coded 2. What is not coded as a miscue? Identical word repetitions, etc. Dialect/regional/accent variations
- 35. Let’s give it a try! The Written Text Get a ball Mary! Choose one person to read aloud & the others will mark the text using the “Miscue Markings.” The reader reads out loud. Then the reader will turn over the paper and retell the passage. The others will jot down key information shared in the retell.
- 36. First Impressions How many words are in the passage? How many words did the reader miscue? What is your initial impression of this reader’s reading ability?
- 37. What was the reader using to make sense of the reading? Semantics? Syntax? Grapho-phonetics? Other? What kind of semantic cues is this reader using? How is this reader using syntax to support reading? What kind of grapho-phonetic cues is this reader using? What are the student’s strengths? What are the student’s weaknesses? What are your recommendations for this student?
- 38. Questions to consider Does the reader construct meaning? How does the learner construct meaning through printed texts? What cueing systems is the reader using to read out loud? What is the quality of the miscues?
- 39. Get a ball Mary Get a ball Mary. Then find out who will ride with Mike. I can’t ride with Mary or Mike. I have to play ball. What will you do? Sue will lead the kids to the park. And, everybody will be playing there.
- 40. Let’s give it a try again! The Written Text The two friends trudged along carrying the instruments. Choose a DIFFERENT person to read aloud & the others will mark the text using the “Miscue Markings.” The reader reads out loud. Then the reader will turn over the paper and retell the passage. The others will jot down key information shared in the retell.
- 41. First Impressions: The two friends How many words are in the passage? How many words did the reader miscue? What is your initial impression of this reader’s reading ability?
- 42. What was the reader using to make sense of the reading? The two friends Semantics? Syntax? Grapho-phonetics? Other? What kind of semantic cues is this reader using? How is this reader using syntax to support reading? What kind of grapho-phonetic cues is this reader using? What are the student’s strengths? What are the student’s weaknesses? What are your recommendations for this student?
- 43. Questions to consider The two friends Does the reader construct meaning? How does the learner construct meaning through printed texts? What cueing systems is the reader using to read out loud? What is the quality of the miscues?
- 44. Miscue Analysis In what ways did Miscue Analysis Serve as a tool to help YOU learn about the reading process? Serve as a diagnostic tool for reading assessment? LASTLY…. What potential does Miscue Analysis have as a tool for instruction in the classroom?
- 45. Literacy Lesson: Embedded Comprehension with Embedded Attention to Language WORKSHOP
- 46. Literacy Lesson: Embedded Comprehension with Embedded Attention to Language DESCRIBE YOUR LESSON AND HOW IT addresses and builds students’ comprehension and increases their understanding & application of written language (e.g. phonics, phonemic awareness, affixes, contractions, word origins, idiomatic or content specific phrases, etc.). WHAT WHOLE TEXT IS THE LESSON GROUNDED IN? IS THE LESSON “BOOK-ENDED” WITH A WHOLE TEXT? (e.g., a poem, a book, a chapter, etc. In other words, do not isolate the lesson from an authentic reading experience)
- 47. Literacy Lesson: Embedded Comprehension with Embedded Attention to Language DISCUSS THE OBJECTIVE What is your objective for the lesson? What are you intending to teach? For this particular assignment your objective must be linked to increasing students’ effectiveness in comprehending text. Make sure you have a language objective that goes beyond just teaching vocabulary (language structures, phrasing, etc.) A simplified way to write objectives might be: Content: What is the major content concept students need to learn? Language: What is the academic language structure students need to learn in order to comprehend the content?
- 48. Use the guidelines & rubric to discuss the following items: Rationale Materials Instructional method Tasks Assessment Reflection of lesson (after implementation)
- 49. Looking ahead to April 20th ONLINE SESSION • Miscue Analysis videos • Threaded Discussions • Book Groups Interact & finalize plans for professional discussion • Select an article from the professional organization journal to read & share online in threaded discussion
Editor's Notes
- #11: START with QUESTION – SHOUT OUT YOUR RESPONSES! 30 SECONDS
- #15: LOOKS RIGHT --- OR CLOSE TO RIGHT…… (BASED ON THE LETTERS WE READ) SOUNDS RIGHT (GRAMMAR) MAKES SENSE (FOR THE PASSAGE & COMPREHENSION)
- #18: Purpose….. Perspective!
- #19: WHY MISCUING ON FUNCTION WORDS? THESE CAN INTERCHANGE AND MEANING MAY NOT BE AFFECTED!!!
- #23: CONSONANTS MISSING
- #24: Vowels missing
- #25: INITIAL LETTERS MISSING
- #26: MIDDLE LETTERS ABSENT FROM WORDS
- #27: WORD ENDS ARE ABSENT