When I do a miscue analysis (running record, reading inventory) it is to help drive my instruction. I need to know what the child will do independently. If a child has one of those pleading looks and tries to beg a word, I don't give it. I try to say nothing. I want to know what the child will do completely on his or her own. I note the frequency and duration of the pause. If necessary, I tell the child to do what he/she would do normally. I have had to encourage one or two to do the best they could and keep on. I've never had a child close the book and put it away. I know from what they do or don't do what I need to do next with that child.
Side note: I never time a child, so I don't care if the pauses take 5 second or 15 seconds. I can tell just by reading with a child if they are "fluent" or not. I don't need to add to the pressure of the assessment by having a stopwatch in my hand.Some of the slowest CONSISTENT readers I've ever had were the ones who understood nearly every word they read. -- Kim ------- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
