Module 8: Reader in Charge

Focus Areas:	· Assessment · Recording and analysis of miscues · Instruction guided by assessment data
Materials needed:	Materials provided by ISD or site: · MLPP · Handouts developed by the ISD · Sign-in sheets and name tags · Evaluation forms · A-V equipment (overhead and VCR) – if you need anything else, call ISD or hosting district to make arrangements	Materials to be brought by the presenter: · Your prepared overheads · Overhead of marked passages · MSV overhead with and without miscues · Audio tape (presenter creates) of 4^th or 5^th grade reader
Review of Module : 15 minutes	ü Review and process Power of Words and what they have worked on since the last module. ü Talk in pairs or groups of 3 to share what they have done. ü Invite whole group sharing.
Introduction 5 minutes	ü Play an audio clip of a student reading a QRI passage. Explain all you have learned about this reader by using the QRI. ü Use the overheads and notes below to structure your presentation. ü Acknowledge where they are! Overhead 1 ü We all listen to our students read orally. The QRI will help us listen smarter so we know what we are hearing. We will develop a miscue ear. Where will we find the time? We’ll do this during our reading conferences during reader’s workshop.
Miscue Background: 10 minutes	Overhead 2 ü What We Have Learned from Readers Miscues (p.10 The Reading Detective Club, Debra Goodman Review this overhead to give some general background information on miscues. ü Use the QRI as a tool to gather and analyze a child’s miscues Have the participants turn to the person next to them and comment on this information.
QRI General Information 5 minutes	Overhead 3 ü Description of the QRI. Overhead 4 ü Reasons to use Overhead 5 ü These are all the assessment aspects of the QRI. ü We will start with word identification, word accuracy in context, comprehension questions, comprehension levels, oral reading, miscue analysis, narrative and expository text.

QRI Preparation: 10 minutes	Overhead 6 ü You may want to have the passages run off and placed in a separate book for the children. ü You may clip the scoring passage on a clipboard. ü May prepare an assessment kit ü May have passages run off and stored in a common area Have participants turn to the person next to them and comment on which procedure may work in their buildings.
Word List Procedures: 5 minutes	Overhead 7 ü General directions Overhead 8 ü Word list directions Overhead 9 ü Begin with a word list 2 or more years below students grade level. Overhead 10 ü Read instructions to the student verbatim. Overhead 11 ü See page 39 in the manual for additional information on marking the “Identified Automatically” column. Overhead 12 ü Stop when the student misses 7 or more words. Overhead 13 ü Start the reading passages at the highest independent word list level. See page 41 in the manual for more information.
Administering the reading Passages: 10 minutes	Overhead 14 ü Description of reading passages ü There are up to 5 passages at each level, both narrative and expository. Overhead 15 ü Listen to students read orally whom you need to know more about so you can effectively instruct them. ü Read the instructions verbatim.
Miscue Information: 15 minutes	Overhead 16 ü Definition of a miscue - Any deviation from the printed text is counted as a miscue. ü Types of miscues. The asterisks indicate what we’ll be marking. - Substitution* - Omission* - Insertions* - Self Correction* - Reversals - Punctuation ignored Overheads 17, 18, 19 ü Special considerations ü Proper names ü Repeated miscues
Miscue Information cont.:	ü Entire line omission ü Do not count repetitions, hesitations and omissions of punctuation ü Articulation/dialects ü Count the total number of miscues. Do not count self-corrections
Break 15 minutes
Scoring Accuracy: 5 minutes	Overhead 20 ü How you will determine a “reading level.” Overhead 21 and 23 ü Notice that each level (IN, INS, FR) has a band for accuracy scores.
Comprehension Retelling Questions: 5 minutes	Overhead 22 ü Do not reword the questions. Read verbatim. ü No half points ü Give credit for answers that includes the right information in different words. ü Explicit - Answer must come from passage – not prior knowledge ü Implicit – Answer must be related to passage – not prior knowledge
Reading level: 5 minutes	Overhead 23 ü Computing the reading level p.55 of QRI manual Overhead 24 ü When to stop
Practice: 30 minutes	ü Read 2 scripted passages with a partner to mark miscues and score the passage. ü Process as a group. Compare their passage markings with prepared passage. Trainers try to tape a fourth or fifth grade student reading a QRI passage for participants to listen to and mark the miscues.
Miscue Analysis: 25 minutes	ü On the miscue analysis overhead mark MSV for the miscues. Do enough to establish patterns of use of cueing systems. Start this process as a think aloud. Then have the participants mark as a group. Discuss instructional implications
Assignment: 5 minutes	ü Use QRI with case study student. Bring passages, scores, and reflection on observations and ideas for instruction.
Closing: 15 minutes	ü Evaluations ü Repeat the assignment one last time before leaving