I haven't had the greatest experience with miscue analysis so I wasn't very thrilled when I had to do this assignment in fact it induced flashbacks of me begging a student to read just one page, just one word, anything! This miscue analysis was completely different though and it was much better than the formal one I did in the past. This time around I had a reader who was more inclined to read and have a discussion, where I got to empower her and show that her miscues help her get through readings.
I worked with a sixth grade girl from my reading practicum. She is an average reader and according to my cooperating teacher usually excited to do one on one activities with teacher. My cooperating teacher said that she would be a good student to have discussion with and offered me the book series that they use in language arts. Since the class is mostly focusing on nonfiction stories I chose a story from the beginning of the year that had not been chosen for group reading. We read Agent for the Stars by Bette Frisk. I wish I had gotten to know my reader a little better because then we would have picked a different book. I believe that most of her miscues were from her nervousness (I've only been in the class 5 times) so we mostly discussed how miscues were a good thing and not bad. I talked about how I make some of the same miscues to help her feel more at ease. We mainly focused on talking about meaning and characters. We only began to scratch the surface when my student had to leave for band practice, which was quite unfortunate.
The retelling was were I got most of my information. She was able to retell but in fact struggled with digging deeper and talk about the meaning without some prompting. A lot of this had to do with the rush time we had and the fact that we didn't really get into the meat of the story so it was hard for her to fully understand and connect with the characters. I think if I got to pick a better story or we had more time then the retelling conversation would have gone more smoothly.
This miscue analysis did bring it into a more positive light. I did not like them because of the terrible first experience I had. I think this informal method helped put me at ease and not recording the student helped her feel a little less nervous. I liked how this miscue analysis was more focused on discussion and not formal coding. The discussion allowed me to connect more with my student and share some of my reading experiences. I think this helps the student see me as a partner in their reading adventure instead of just an authoritative figure.
Overall, I think it went well considering certain problems (not knowing my student very well and the time rush we had). I did learn a lot about the student and thought of some ideas that I would like to apply to my future class. I think this type of miscue is easy to implement in my everyday class and will give great power to my students. I hope to learn how to better my technique and be prepared for any situation that may occur with miscue analysis.
I worked with a sixth grade girl from my reading practicum. She is an average reader and according to my cooperating teacher usually excited to do one on one activities with teacher. My cooperating teacher said that she would be a good student to have discussion with and offered me the book series that they use in language arts. Since the class is mostly focusing on nonfiction stories I chose a story from the beginning of the year that had not been chosen for group reading. We read Agent for the Stars by Bette Frisk. I wish I had gotten to know my reader a little better because then we would have picked a different book. I believe that most of her miscues were from her nervousness (I've only been in the class 5 times) so we mostly discussed how miscues were a good thing and not bad. I talked about how I make some of the same miscues to help her feel more at ease. We mainly focused on talking about meaning and characters. We only began to scratch the surface when my student had to leave for band practice, which was quite unfortunate.
The retelling was were I got most of my information. She was able to retell but in fact struggled with digging deeper and talk about the meaning without some prompting. A lot of this had to do with the rush time we had and the fact that we didn't really get into the meat of the story so it was hard for her to fully understand and connect with the characters. I think if I got to pick a better story or we had more time then the retelling conversation would have gone more smoothly.
This miscue analysis did bring it into a more positive light. I did not like them because of the terrible first experience I had. I think this informal method helped put me at ease and not recording the student helped her feel a little less nervous. I liked how this miscue analysis was more focused on discussion and not formal coding. The discussion allowed me to connect more with my student and share some of my reading experiences. I think this helps the student see me as a partner in their reading adventure instead of just an authoritative figure.
Overall, I think it went well considering certain problems (not knowing my student very well and the time rush we had). I did learn a lot about the student and thought of some ideas that I would like to apply to my future class. I think this type of miscue is easy to implement in my everyday class and will give great power to my students. I hope to learn how to better my technique and be prepared for any situation that may occur with miscue analysis.
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