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Jacqueline

Jacqueline. Reading Miscue Analysis Amy Killion 12/5/2011. Meet Jacqueline. Outgoing Fun Social Fashion Enjoys School. Burke Interview. When you are reading and come to something you don’t know, what do you do? “Look at the word, break it up” Anything else? “sound it out”

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Jacqueline

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  1. Jacqueline Reading Miscue Analysis Amy Killion 12/5/2011

  2. Meet Jacqueline • Outgoing • Fun • Social • Fashion • Enjoys School

  3. Burke Interview • When you are reading and come to something you don’t know, what do you do? • “Look at the word, break it up” • Anything else? • “sound it out” • When Gracie comes to something she doesn’t know, what do you think she does? • “kind of sounds it out, kind of like me” • How would you help someone having trouble reading? • “help them sound it out” • What would the teacher do to help them? • “probably the same thing”

  4. Strengths • Enjoys school and wants to read • AR tests • Favorite series and genres • Uses some strategies effectively • Sounds out • Rereads when meaning is lost • Pauses when meaning is lost • Creates parallel text – inserted a whole sentence! And it made sense!! • ER: “Eight, nine, ten!” he shouted. One more jump, and Small Deer was on the other side of the river. • OR: “Eight, nine, ten!” he shouted. Then he jumped and jumped. One more jump, and Small Deer was on the other side of the river.

  5. Strengths, Cont'd. • Good support from home • Reads a variety of material • Burke interview – she reads cookbooks, cake boxes for recipe, magazines, Wildlife Explorer (National Geographic) • Has goals for herself • Burke interview – bigger chapter books

  6. Room for Growth • Larger variety of strategies • Focus more on conjunctions and self correct when needed • Move focus from speed to meaning • AR tests? • Other classmates? • Challenge herself

  7. Classroom Procedure • Insertions & Omissions that did not change meaning • ER: “Let go!” • OR: “Let it go!” • Substitutions with no meaning change • ER: “Then Small Deer went on” • OR: “The Small Deer went on” • The Small Deer or The small deer?

  8. Classroom Procedure, Cont'd. • Do these types of miscues make a difference? • ER: The crocodiles did not go away. • OR: The crocodile did not go away. • Coding? • Retelling • 79%

  9. Work So Far… • RMA – had a lot of high quality miscues. She thought maybe they were because she was going too fast and just wasn’t thinking about it. • Listening to fluent reading, listening to her own reading • Schema story – Challenge to figure out where conjunctions would go to make sense and how they changed the meaning of the sentence/paragraph • Cloze procedure – Other strategies besides sounding it out

  10. Goals • Be aware of her reading speed • Begin to read more for meaning and adjust reading rate to match text • Listen to fluent reading • Confirming – more self corrections

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