Lit Assess-Word ID (3-6)

Lit Assess-Word ID (3-6) - In other words, do the miscues...

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Literacy Assessment Assignment Reading: Grades 3-6 Word Analysis Optional Draft Due: November 1 Word Analysis – Miscue Analysis: For students in grades 3-6, you will need to conduct a miscue analysis to learn more about their word identification skills and their use of the cueing systems. Please see the basic procedures for miscue analysis to prepare for this section. In your report, be sure to include and discuss the summary sheet, as well as substitution grid 1. Include the total number of miscues, the types, the accuracy score, and a discussion of what this suggests about this student’s use of phonics analysis, structural analysis and contextual analysis. For the substitutions in particular, consider the following questions: -Do the miscues mean about the same as the word in the text? Is the message altered in some way? Describe. -Do the miscues function syntactically in nearly the same way as the words in the text?
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Unformatted text preview: In other words, do the miscues retain their part of speech (nouns, verbs, adjectives, plurals, past tense, etc.)? Explain.-Do the miscues look and/or sound much like the words in the text? Are the number of syllables, general configuration or letter sounds largely preserved? Discuss.-Describe how the miscues make sense given the students first language.-Did the reader attempt to self-correct his/her miscues? Was s/he successful in these attempts? Consider patterns across all of the miscues. Consider both strengths and weaknesses.-What can you say about the students word identification in context?-To what extent does this student use each of the cueing systems?-What skills/strategies does s/he use to identify unknown words (e.g. sounding out phonics; reading to the end of a sentence and using meaning cues context; asking for help, etc.)?...
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This note was uploaded on 10/03/2010 for the course ENV LAW 100 taught by Professor Jkal during the Spring '09 term at UCSB.

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