Please watch the below video. If you have any direct questions or comments in relation to this video please post them directly below this video. To post a question or comment just click on the comment link below.
Sorry for my deleted earlier posts. I thought I was responding to the first video, but I was in the wrong spot.
Again with this video, it made so much more sense when I could hear the questioning language that you were using. However, I definitely know I will need a lot of practice to ensure I will be confident in my coding. It is going to take me a LONG time to code everything as I feel I will question each word and mark.
So my overall understanding is that we want the reader to be engaging with all three cueing systems, is that correct? Kim
Kim, I am glad this questioning was helpful. I will try and get to make this available to all early next week.
As to you sweating over reading each coding of a miscue don't take too long to labor over each. You have years of experience of listening to children read, you have good teacher instincts and sometimes you need to go with your gut response. The point of the miscue analysis is not to get each and every miscue correct but to see and understand patterns. This is why we need to make sure that we choose a passage that is long enough (but not too long). If we make a mistake with one or two we can still see the cueing system of choice.
Proficient readers are able to draw from each of the cueing systems to gain meaning from a text; however, that does not mean that we are always using all three at once every time. To illustrate this think of a time when you are reading a difficult text (i.e., a text that you know little about the content, has vocabulary that is new to you, etc.). While you are reading think about what cueing systems you are relying on. I am confident that you will see how you use different cueing systems at different times depending on the circumstance. The point is that you are able to draw from all three strategically and purposefully, whether you are aware of it or not. That is what we want our kiddos to be able to do as well. When we conduct a full length miscue we will see over time how often a reader depends on one cueing system over the other. I have rarely seen where a reader has not used at least each cueing system once, but when we are looking at a passage of 500 words and they are only relying on one cueing system it informs me as an educator as to what cueing system this reader is overusing and what cueing system I could provide some direct instruction.
These are great questions and comments. Keep them coming!
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteSorry for my deleted earlier posts. I thought I was responding to the first video, but I was in the wrong spot.
ReplyDeleteAgain with this video, it made so much more sense when I could hear the questioning language that you were using. However, I definitely know I will need a lot of practice to ensure I will be confident in my coding. It is going to take me a LONG time to code everything as I feel I will question each word and mark.
So my overall understanding is that we want the reader to be engaging with all three cueing systems, is that correct?
Kim
Kim,
ReplyDeleteI am glad this questioning was helpful. I will try and get to make this available to all early next week.
As to you sweating over reading each coding of a miscue don't take too long to labor over each. You have years of experience of listening to children read, you have good teacher instincts and sometimes you need to go with your gut response. The point of the miscue analysis is not to get each and every miscue correct but to see and understand patterns. This is why we need to make sure that we choose a passage that is long enough (but not too long). If we make a mistake with one or two we can still see the cueing system of choice.
Proficient readers are able to draw from each of the cueing systems to gain meaning from a text; however, that does not mean that we are always using all three at once every time. To illustrate this think of a time when you are reading a difficult text (i.e., a text that you know little about the content, has vocabulary that is new to you, etc.). While you are reading think about what cueing systems you are relying on. I am confident that you will see how you use different cueing systems at different times depending on the circumstance. The point is that you are able to draw from all three strategically and purposefully, whether you are aware of it or not. That is what we want our kiddos to be able to do as well. When we conduct a full length miscue we will see over time how often a reader depends on one cueing system over the other. I have rarely seen where a reader has not used at least each cueing system once, but when we are looking at a passage of 500 words and they are only relying on one cueing system it informs me as an educator as to what cueing system this reader is overusing and what cueing system I could provide some direct instruction.
These are great questions and comments. Keep them coming!