MSV is used to analyze errors by identifying the type of cuing system the
child used.
If the child miscues and says hat for cap, you would circle M, because the
child maintained the meaning of the sentence, you would also circle S for
structure because the child substituted a noun for a noun, you would not
circle V because the child did not maintain first letter word recognition.
If the child said horse for house...you would not circle M because that
would most likely not make the sentence make sense, you would circle S
because the child substituted a noun for a noun, and you would circle V
because the child most likely checked the first 2 letters and the last 2
letters of both words.
You total up the m's, s's and v's to see which cueing system(s) the child
may be using and/or ignoring. You want the child to use all 3 cueing systems
to cross check their reading. The sentence must look right (v), sound right
(s) and make sense (m). This will help you plan your lessons and teaching
points for students who may not be cross checking themselves and monitoring
their reading for meaning.
Does this make sense?
-----Original Message-----
From: Patricia Kimathi
Sent: Friday, April 11, 2014 9:01 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Literacy Assessments
Sorry I am asking questions about the Fountas and Pinnell reading assessment
tool. The reading assessments checks for errors and then labels them as
Meaning (M), Structure (S) and Visual (V) errors. On the assessments I have
seen some of these are circled and some are not. I wanted to know why some
of them were circled and some were not. they seem to only count the circled
ones and I wanted to know why.
PatK
On Apr 11, 2014, at 4:58 PM, Patricia Kimathi <[email protected]>
wrote:
Can you explain to me on the assessment sheet why and when do the teachers
circle the M S V. I notice that they seem to write these three letters
when there is a mistake but sometimes they don't circle all three letters
and they only seem to count the letters that they circle.
Any help you can give me I appreciate.
Pat Kimathi
On Mar 26, 2014, at 11:12 AM, Laura Rieben <[email protected]> wrote:
We have been using F and P for several years. Our kits came with two
books
at each level, one fiction, one non. We like the books, the levels are
fine. The comprehension questions are hard for K students who are
reading
above grade level and include retelling, inferences, author's intent,
connections, and with levels E and above, written responses (also can be
a
problem for K students). I like the kits, they come with a good book to
explain the system, and are pretty easy to use.
On Wed, Mar 26, 2014 at 1:15 PM, Patricia Kimathi
<[email protected]>wrote:
I am working with a school that is using Fountas & Pinnell Benchmark
Assessment. I know we have discussed Dibels and other assessment
programs
but I don't ever remember seeing this assessment discussed. Is any one
familiar with it and what do you think. It reminds me of the Old Rigby
Assessment and it includes many of the items Marie Clay pioneered,
running
records, concepts about print etc. I am wondering if anyone has used
F&P's
assessment, guided reading, or word sorts and what did you think. If you
have used it how does it compare to running records, miscue analysis,
the
Observation Survey and Reading Recovery. I know that Reading Recovery
is
based on using running records and Observation Survey, but I know in
many
schools these have been used separately. I just want your opinion. What
does/did your school district use and what do you think.
Pat Kimathi
PatK
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PatK
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PatK
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive
