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Jacqueline should be recognized for taking time to read a more challenging book, rather than always choosing a quick and easy book. She needs to continue having a model of reading fluently out loud and she needs to keep discussing how fluency changes with different texts. Continuing to use the cloze procedure will help her build her confidence for using other strategies than sounding it out. Jacqueline needs to continue to work on using a variety of reading strategies and focusing on the meaning of what she is reading. It was almost like I could see her thinking and how she was processing these sentences in her mind. I could see her moving the words around and making adjustments. We talked about how this would change the meaning of the text. Since she had a lot of miscues with conjunctions, I had her put the sentences together and we moved the conjunctions around. I also had Jacqueline work on a schema story. She seemed to enjoy this activity and liked seeing that sometimes it could be so easy as just “guessing” what word should go there. It took her a few tries at this to get warmed up, but then she was able to complete to story with few problems. I wanted her to think about how she uses other reading strategies than just sounding it out as she mentioned during the Burke Interview. Another thing I did with Jacqueline was the cloze procedure. We also discussed how reading speed varies with text. We talked about what makes a good reader and how speed is not the most important thing. I had her listen to stories on CD’s and then we recorded her own reading and she listened to it. It seemed that she was just recalling different details, but in no specific sequence.Īfter Jacqueline’s miscue analysis, I worked with her on several things that I thought would help her reading. I think the retelling would have had more details if she would have had a better organization of the story in her head. I think the story would be clearer in her head if she slowed down and thought about what she was reading. She left out some details that were important in the retelling. She was able to tell me most of the characters, setting, main part of the plot, and came up with a theme for the story. Jacqueline scored a 79% on her retelling. She also had a lot of very simple miscues, omissions and insertions of small words. This makes me think that she realized it wasn’t quite right, but didn’t see the importance of correcting it.

She would occasionally correct these, and other times she would just pause and go on.

These didn’t show high similarity to the text and changed the meaning of the story. While most of her miscues were high quality, there were some that were not. She is definitely creating a parallel text and making the story her own. At one point, she even added a whole sentence to the story. As she reads, I know she is predicting and sampling because she often changes multiple things in a sentence and ends up keeping the syntactic and semantic acceptability of the sentence. Her miscue analysis showed 84% syntactic acceptability, 81% semantic acceptability, and 6% meaning change. Most of her miscues involve conjunctions and a lot of them don’t cause a meaning change. Jacqueline’s Miscue Inventory (Classroom Procedure) showed that she has a lot of high quality miscues.

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She is able to read chapter books and has found several series that she enjoys, however she often fails to take the initiative to challenge herself to these more difficult books. She may not understand them or remember what she’s read, but she will be sure to do it quickly. It’s clear that her focus on reading is to read as many books as possible. When I have discussed this with her, she’s even mentioned that she sometimes rushes through the test questions and she thinks that’s part of what is causing her to get a low score. Her score on some of her tests are significantly lower than they should be because she rushes through her reading and has difficulty answering some of the recall questions. She takes about ten minutes to read them, and then wants to take an AR test. She often chooses picture books, even though they are not a challenge for her. Her desire to be finished first is seen clearly in her Reading. She is very energetic and often tries to be the first one finished with an assignment. She is a third grader in my class and enjoys school and loves seeing her friends and being social. “I’m done reading.” This is what I usually here from Jacqueline just a few minutes after I’ve given her a book to read.

Portfolio artifact meaning