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Angela Haberberger

Dec. 12, 2011


Part I: Profile Paper
Description of Reader
Chloee is a second grade student. She was a Kindergarten student of mine during my
first year of teaching, and has also been a irl Scout since that time. She is an older sister to her
baby brother and her family has two dogs. She lo!es animals as well as reading stories about
and"or including them. She said she sometimes lo!es reading e!en more than watching #$. She
said that she li%es school, and her teacher described her as a sweet girl, a wonderful student, and
a fast learner.
Information from Reading Miscue Inventory:
&n my 'reliminary meetings with Chloee, & conducted the (eading Attitude Sur!ey, the
(eading Self)*!aluation, and the +ur%e (eading &nter!iew. & learned from Chloee,s res'onses
that she does en-oy reading at school and at home. Sometimes she wants to read sim'ly because,
.it gi!es me something to do/, she said. She es'ecially li%es cha'ter boo%s.
Chloee mentioned se!eral reading strategies during the +ur%e. 0hen she encounters an
un%nown word she said she sometimes s%i's it and reads on, then as%s someone if she still does
not %now it. She also stated that she sometimes sto's and tries to figure the words out, or as%s
the teacher or a friend. She stated that her friend 1argaret is a good reader because .she,s fast
and good and understands all of the words./ &nitially, this concerned me because & thought she
may be more worried about reading fast than ma%ing sense of her reading. +ut then later she
contradicted this because she said something she would li%e to do better as a reader is 'ay more
attention to the 'eriods and 'ausing.
& was eager to listen to Chloee read to see her growth as a reader since Kindergarten.
+efore she read, & %new from the +ur%e, the (eading Attitude Sur!ey, and the (eading Self)
*!aluation that one of her biggest strengths is her 'ositi!e attitude toward reading, which & thin%
is half the battle. As she read, & noticed se!eral more of her strengths. She has a clear
understanding of sentence structure because e!en when she miscues, she uses nouns, !erbs,
ad-ecti!es, 're'ositions, etc., a''ro'riately in almost e!ery single sentence 2she did omit .to/ in
line 3045. enerally, her reading was fluid, and she had wonderful e6'ression and intonation in
her !oice throughout the ma-ority of her reading. Howe!er, there were some instances where she
became slightly cho''y. She does sometimes sto', briefly 'ause, and can get a little tri''ed u'
when a word is 'roblematic. She fre7uently used re'etitions when she antici'ated or needed to
thin% about a word she was unsure of. 8or e6am'le, in line 1001 where she re'eats .#hen she
woh, woh, then she woh, wohggled/, as she was trying to figure out the word waggled. & also
became aware of the fact that she ta%es ris%s in trying to figure out un%nown words, but will read
on if her attem'ts to deci'her are futile.
After mar%ing Chloee,s miscues, & found e!en more of her strengths and was able to see
where she could im'ro!e. #he ma-ority of her miscues were high)7uality and"or gra'hically
similar miscues that did not change the meaning of the sentence or story. And many miscues she
caught and self)corrected or at least attem'ted to correct. 9f the fifty)se!en sentences she read,
:4; were syntactically acce'table, <3; were semantically acce'table, and <<; did not create a
change in meaning. 9f the eighteen miscues that could be coded for gra'hic similarity, =2; had
high gra'hic similarity and 4<; had some similarity>0; had none. She did insert a few
.nonsense words/ such as .wohggled/ 2line 10015, che'ed 2line 11045, and .mernel/ 2line 12015.
+ut it seemed she was trying to sound them out, and they ended u' being gra'hically similar to
the e6'ected res'onse. #his is something she can im'ro!e u'on because it seemed that she was
relying more on syntactic features rather than semantics. & also noticed that she ne!er did figure
out the main character,s name in the story 2Sybil5, but she did substitute a gra'hically similar
name 2sometimes a re'eated miscue and sometimes a slightly different attem't at the name5 and
read on. At times, Chloee would lower her !oice and let it trail off>most notably on the name
.Sybil./ During the retelling 'ortion, Chloee does summari?e and ca'ture the gist of the story.
She scored a @@; on her retell. She did lea!e out some details in the e!ents and 'ertaining to the
characters. #herefore, character de!elo'ment and dee'er thin%ing related to com'rehension are
areas where she can be challenged.
Information from Retrospective Miscue Analysis
+efore the (1A, & 'reselected se!eral miscues that were high)7uality for Chloee to listen
to and for us to discuss as well as a cou'le of lower)7uality miscues. +efore listening to her
recording, we discussed briefly what miscues are and how e!eryone, e!en adults, ma%e them
because she had ne!er heard the term before. Chloee seemed slightly uncomfortable listening to
herself on the com'uter, but she was listening !ery intently so she could 'artici'ate in thin%ing
about her reading. *ach time we sto''ed at a miscue, Chloee was able to gi!e me a reason for
what she thought her brain was doing. 8or e6am'le, when we sto''ed at .mernel/ for .%ernel/
in line 1201, she said that she first said it wrong then went bac% and corrected and she reali?ed
she had done the same thing when we sto''ed at .three/ for .there/ in line 1301. #hen when we
sto''ed to discuss .%idna''ed/ for .chic%na''ed/ in line 2201, she 7uic%ly read the e6'ected
res'onse. She seemed 'leased with herself when & told her that she was doing what good readers
do, and these were smart miscues>self)correcting and saying words that ma%e sense. 0hen we
went bac% and sto''ed at .shore/ for .choir/ in line 302, we came to find out that Chloee had
heard the word choir before, but there were no conte6t clues or 'icture cues to hel' her figure
that word out. &n addition, the gra'hics do not ma%e com'lete sense since the .ch/ in the word
.choir/ does not follow the normal .ch/ sound rule. 8inally when we sto''ed at .fu??/ for
.fuss/ on '. 22 2this is missing from the recording5, Chloee reread the sentence and said, .Aou
can,t hear fu??Bso that can,t be rightC/
Although Chloee had ne!er e6'erienced (1A before or e!en heard the term miscue, she
seemed to be catching on 7uic%ly to the 'ur'ose of our discussion. She was thin%ing about her
reading and her miscues, telling me what she thought her brain might ha!e been doing, and
ma%ing new sense of the story. +ecause of the non)word substitutions discussed abo!e, & learned
that Chloee needed to 'ractice substituting words that ma%e sense and sound li%e language
instead of relying only on synta6. &n doing so, she could also 'ractice using conte6t clues to
figure out un%nown words.
As & was writing my transcri't for the (1A, & reali?ed that & was doing way too much of
the tal%ing. & should ha!e as%ed more 7uestions that made her thin% more about her reading.
&nstead, & was often telling her what & thought her brain was doing. De6t time, & will ma%e sure
that & ha!e more 7uestions in mind to as% the reader, and gi!e more time for him"her to
contem'late.
Whats Next
Due to Chloee,s acce'tance of some nonsense words in her reading, & wanted to see if she
could follow along as & read and hear nonsense words as & read them. 0e briefly re!iewed what
miscues are, and how e!eryone miscues. #hen & as%ed her to listen to me read, and sto' me if
she heard a miscue. & read a short boo% called 9ne #iny #urtle to her with 'lanned non)word
substitutions. She caught each one, and & acted confused when she re'eated my nonsense word.
#hen & said, .Does that sound li%e languageE/, and"or .Does that ma%e senseE/ And we briefly
discussed how each one had some of the same letters and sounds as the e6'ected res'onse, but
still did not sound li%e language. She got a big %ic% out of correcting meC
+ecause of Chloee,s strong reliance on synta6 when she encounters an un%nown word, &
decided to try the .Clo?e Frocedure/ with her 2oodman, 20<5 to hel' her use her 'rior
%nowledge and conte6t clues when thin%ing about words that could ma%e sense in the
sentence"story. & chose a boo% that & thought was at her inde'endent le!el and related to her
interests 2Henry and 1udgeG #he 8irst Story5. & ty'ed out some of the story and selected words
to delete, lea!ing lines for each letter so she could see the length of the word. 8or some of the
longer words, & left the initial letter. & read the first few sentences while she filled in my answers.
#hen she read the last few sentences while & filled in her answers. #hen we each read our 'art
from the boo% to chec% our answers. #hen Chloee read on and & had co!ered some selected
words with white ta'e. She would s%i' the word and read on if she did not feel confident in her
guess, and we would come bac%. 0hen she was ready and thought her chosen word made sense,
we would 'ee% at the beginning sound. &f she thought she was correct, we remo!ed the ta'e. &f
not we left it on, and she made another attem't. *!en when her guess was not the e6'ected
res'onse, all would ha!e made sense in the sentence and story. & showed her how she could use
this same strategy by co!ering the word with her finger and 'ee%ing at the first letter.
+ecause & concluded that Chloee is somewhere between a moderately 'roficient and
'roficient reader, & wanted to challenge her to del!e a little further into the com'rehension 'iece.
And because she did not gi!e many details about the characters during her retelling, & wanted to
try some character analysis. During our second strategy meeting, we re!iewed as%ing if words
sound li%e language, and co!ering un%nown words, then using what we %now and conte6t clues
to ma%e a meaningful guess and 'ee%ing at the first letter. #hen & began reading a few 'ages of
Henry and 1udgeG #he 8irst Story, sto''ing when & had a connection, 7uestion, or thought &
wanted to share about any of the characters. Chloee then read and on and finished the boo%
sto''ing to do the same, and & did the &nformal Frocedure. After she finished the retell, & as%ed
her to tell me all of the characters she remembered. & listed them, then as%ed her one by one to
tell me what she remembered about them and wrote what she said. She was sur'rised by how
much she %newC She also e6citedly said she could try this in her (eading Doteboo% because,
.1rs. K says if we read a boo% and don,t %now anything about the characters, it was too hard
and we should choose a different one./
#his was un'lanned, but we ended u' discussing what reading sounds li%e when there are
multi'le commas in one sentence and a little about 'eriods. & remembered how she had
mentioned she wanted to 'ay better attention to 'eriods during the +ur%e, and noticed a few
times when she s%i''ed o!er them. & also noticed that she was sometimes ignoring commas or
treating them li%e 'eriods. So & modeled for her, and had her retry some as well.
8or ne6t semester & would suggest continuing to do clo?e acti!ities and monitoring
Chloee,s use of non)word substitutions. & also thin% she could benefit from more acti!ities,
guidance, and 'ractice on using conte6t clues to hel' her figure out un%nown words. #his would
corres'ond with and su''lement the clo?e 'rocedure in hel'ing her to become metacogniti!e
about nonsense words and begin substituting words that ma%e sense rather than relying on
synta6. Another strategy that could ser!e this 'ur'ose is .1eaningful Substitutions/ 2oodman,
20:5. #eaching Chloee to how to ma%e meaningful substitutions could hel' her understand that it
is more im'ortant to ma%e sense of reading and than to sound out words.
+ecause Chloee is at least moderately 'roficient in her reading, & also would suggest
finding ways to ha!e her thin% more dee'ly about her reading. .Hnderstanding Story
Con!entions/ 2oodman, 214)2135 could be an effecti!e strategy for accom'lishing this. She
could be challenged to do more with character de!elo'ment and analysis, theme, and 'lots.
&n the short and long term, & thin% it would be ad!antageous to teach, model, and 'ractice
using 'unctuation a''ro'riately with Chloee. A !ariation of oodman,s strategy lessons,
.(eading Along with 1e/ 2'. 21=5 could be a''ro'riate teaching these conce'ts. & do not thin%
Chloee needs to read along with the teacher the whole time. & thin% the teacher could read first to
do some modeling, then ha!e Chloee try some, and continue in this manner. #he 'unctuation
mar%s and what her !oice should do can be discussed as a''ro'riate.
&n the long term, & thin% Chloee could e6'and u'on her %nowledge of story con!entions.
She could learn to use gra'hic organi?ers such as conce't webs, charts, $enn Diagrams, etc., to
com'are, contrast, and re'resent her thin%ing about her reading and authors. & also thin% she
could be encouraged to try these new features in her own writing.
8rom what & ha!e gathered in con!ersations with Chloee, her teacher, and her 'arents,
it seems that she mostly reads and en-oys fiction boo%s. & thin% in the short and long term, it
would be !aluable for Chloee to be encouraged to select nonfiction !arious nonfiction boo%s,
articles, maga?ines, etc., related to her interests in addition to fiction. #his will su''ort her
ad!ancement in reading 'roficiency by e6'anding and building her %nowledge on range of
to'ics"conce'ts.

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