Ashley Buck

Shanna Wilson
Subject: Literacy, 60 minutes
Topic: Retrospective Miscue Analysis & During Reading Strategies
Title of Lesson: Excuse the Miscue and Reading Strategies
Objectives:
1. The student will read the text he has chosen with purpose and be able to demonstrate his
understanding of it in several activities. (RL-4.1)
2. The student will give the teacher a short summary of the chapters he has prepared for
class so that the teacher will know that he can analyze the relationships between
characters and events, and the effect that has on the plot. (RL-8.1)
3. The student will use the recording we took from his read-aloud and use it to analyze
himself in order to become a more self-directed, critical reader. (RL-13.3)
Purpose:
It is important for students to understand why they are making mistakes when reading
aloud, and what those mistakes can mean for their comprehension. If the student recognizes that
s/he is a good reader, then s/he gains confidence. If the student recognizes the opposite, s/he can
learn strategies to help him/her become a better reader. During reading strategies can also help
with comprehension. Reading will follow students for the rest of their lives, so it is important to
make sure s/he can comprehend what s/he reads. In a job, written instructions, emails, and other
communications will be something that s/he will have to understand throughout the rest of
his/her life.
Materials:
1.1 Retrospective Miscue Analysis Question List
1.2 Paper for Double Entry Activity
1.3 Cue Cards for Say Something Activity
Procedures:
For introducing the lesson
1. The teachers will enter the room and greet the student and ask him about his reading. To
see how far the student made in their reading.
2. The teachers will go over the students read-aloud from last session and begin to conduct
a retrospective miscue analysis.
3. We will ask the student questions during retrospective miscue analysis to guide him and
help him discover who he is a reader.
4. We will then present our notes about the students miscue analysis, we will start with
positive notes, challenges, and then close with more positive notes.
For continuing the lesson
5. We will then move into the during reading strategies. We will start by ask providing the
student with a sheet of loose leaf paper.
6. We will ask the student to fold the paper in half lengthwise and label the left column
Notes from the Text and label the right column Notes from My Mind; this will use
the strategy of the double-entry journals
7. On the left side we will ask the student to write down a passage or word from the text
including the page number.
8. On the right hand side we will ask the student to make a comment about that word or
passage (question, connection, or visual symbol).
9. Next we will conduct another reading strategy call Say Something.
10. The teachers will explain the process.

Ashley Buck
Shanna Wilson
11. The teachers will read a brief passage and then pause and say something about what they
read, to model the strategy.
12. Then the teachers will read a brief passage to the student and ask him to say something in
response. The teachers will guide the student through all categories of the Say
Something reading strategy.
For concluding the lesson
13. We will conclude the lesson by wrapping up and summarizing ideas from the two reading
strategies.
14. We will also re-visit the KWL chart from May 17th, 2016 to see if the student added
anything to the what he learned column.
15. We will also make sure that the student is up-to-date with his reading assignment for our
next meeting date.
Evaluation:
During:
The student will complete these activities to complete: Say Something and DoubleEntry Journals As we progress, we will also ask questions and record his answers.
After:
The teachers will write a reflection on what we have learned today from Bradleys shared
information. His contributions to the Retrospective Miscue Analysis will be analyzed and
added to the reflection.

Works Cited
Beers, Kylene, When Kids Cant Read: What Teachers Can Do. Portsmouth, NH: Heinemann,
2003. Print.

Ashley Buck
Shanna Wilson
Retrospective Miscue Analysis Questions
1. We can let him point out his first few miscues (after explaining what they are) and then
when he stops the recording for the first time, we can say:
2. Why did you decide to stop the recording right there?
3. Why do you think you did that?
4. Do you think that miscue is a mark of a good reader?
5. Does what you said here mean the same as what is in the book?
6. Does what you read still sound like the language used in the book?
7. Does what you said look like what was in the book?
8. Does what you said sound like what is in the book?
9. What does what you said mean?
10. Did you correct what you said? Why? Should you have?

Tue 5-17

Wed
5-18

Thur
5-19

Fri
5-20

Sat
5-21

Sun
5-22

Mon
5-23

Tue
5-24

Prologue-Ch
12

Ch 1325

Ch
2638

Ch
3951

Ch
5264

Ch
6577

Ch
7890

Finish talking about the

book! (: