[MOSAIC] Wayne State Education Sutdent

[kimberlee hannan]

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
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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

mrshannan6th at gmail.com