Using ‘Over the shoulder’ miscue analysis in the assessment of oral reading

1. Using ‘Over the shoulder’ miscue analysis in the assessment of oral reading

2. Davenport: • views reading as a process of constructing meaning, not of saying words, • perceives miscues as a window into a reader's strategies for creating meaning • offers an in-depth discussion of what miscues are, and how knowledge benefits both teacher and students • asks readers to consider how and why they make miscues. 2

3. A miscue … …is an unexpected response during oral reading. … carries a strong message conveys the notion that the reader has not made a mistake, but instead has altered the text in an unique way that may or may not change the reader’s understanding of the text. 3

4. Different types of miscues SUBSTITUTIONS OMISSIONS PARTIALS REGRESSIONS INSERTIONS PAUSES REPEATED MISCUES COMPLICATED MISCUES 4

5. Miscue analysis… …is a method of examining oral reading. It is a tool that allows us to explore why students make unexpected responses when they read. It gives us a “window on the reading process”. …gives us a way of observing readers’ control of the reading process, describing their use of language, and explaining what we hear when we listen to them read. Miscue analysis helps us look at what readers do and what reading is. 5

6. What is Over the Shoulder (OTS) miscue analysis ? OTS miscue analysis is a tool for writing down information about the reader, his/her miscues and his/her retelling AND it allows teachers to make notes about miscues, strategies to teach, or observations to share with the reader. The goal is to nurture reflective learners who are able to express their actions as readers. (Miscues not Mistakes, M. Ruth Davenport, 2002) 6

7. Quote • While running records are a great tool for developing readers, they are being increasingly misused for older, fluent readers.Such use was never intended, is unnecessary, and is not a good use of student or teacher time. Routman (2000) Teaching children to read

8. OTS processes WITH THE STUDENT: • Ask a student to join you in a reading conference and to bring any book he/she is currently reading • Talk briefly about the text and complete the cover page • Listen to the student read while looking over his/her shoulder at the text • Complete the miscue page during reading • Scribe the retelling and discussion after the reading on the cover page • Select and discuss several miscues that changed meaning • Select a strategy to introduce or review • Celebrate what the reader has done well. .

9. OTS processes AFTER THE STUDENT HAS LEFT THE CONFERENCE: • Complete the insights page and determine graphic similarity. .

10. Completing the OTS recording sheets BEFORE THE READING: • Complete the top part of the cover page DURING THE READING: • Write down information about each miscue on the miscue page • Make notes in the margin of any conversations or side comments that occurred during the reading AFTER THE READING: • On the cover page, scribe as much of the teaching conversation as possible • On the insights page, total each column from the miscue page and record your observations about this reader .

11. The OTS recording form . 11

12. The patterns of miscues • High % of self corrections •  Low % of self corrections • High % of miscues uncorrected +no meaning change •  Low % of miscues uncorrected +no meaning change •  High % of miscues uncorrected + meaning change •  Low % of miscues uncorrected +.meaning change Discuss with a partner/small group which patterns are of concern/ no concern? Why?

13. The OTS recording form 13

14. Quote • At the heart of the OTS miscue analysis is the teaching conversation. I believe one of the strengths of miscue analysis is that it allows students, in conversation with the teacher, then independently, to become reflective about their own reading process. Davenport, 2002

15. Suggestions for the teaching conversation… • Tell me about what you have just read. Is there anything you’d like to add? • Do you remember what happened here? (if something significant was omitted) . • Does this remind you of anything? Do you have questions about this? • Look at the OTS form. Discuss patterns of miscues. • Go back to individual miscues( teacher or student selected) and ask what were you thinking when you said …?How did you get that ?

16. Suggestions for the teaching conversation… • Go back and clarify concepts or words where meaning may have been lost. • Select a brief teaching point. Model or remind the student of a strategy. Suggest something to work on. • Conclude with a Celebration Point. Point out something the student is doing well.

17. Suggested frequency • OTS conference –every 2-3 weeks • Holistic Evaluation – once a term

18. Simplified Group Running Record • Teacher: • identifies a group of students- according to focus/need • writes each student’s initial on the left hand side of page • gives a  for each word correct • gives a  for each miscue ( including omissions) • conducts a debriefing where students are encouraged to contribute the miscues they heard while their peers were reading 18

19. Sample recording sheet • Text: Date: • Names of students: • R  • H  • B  • R  • H  • B  19 Shea, 2000

20. Quote • It’s a memorable moment the first time • you tune in to students • with a “new ear” to listen to them read, • use a language to talk about what you hear, gain a new perspective • to interpret what it all means, • and then change • your teaching accordingly. 20 Davenport, 2002