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Alyssa Dekany
Reading Log 6

• Kidwatching, Ch. 6
• Observations:
o -Miscue – reader’s unexpected responses to written text
- Miscue’s reveal reader’s capacity
- Kidwatchers are aware that the more they understand the nature if
the miscues their children make, the better they are able to support
their reading development.
- Miscue analysis strategies, page 63
- Materials needed for miscue analysis:
- Complete storybook
- Summary outline of the storybook
- Typescript of the complete reading material that is formatted to
look like the original and is double spaced
- A tape recorder with a blank tape
- Document miscue’s in the following ways (page 68):
• substitutions
• omissions
• insertions
- How to choose appropriate materials: Page 72
- Explanations for Miscue Profiles, Pages 74-75
- Wonderings:
• How many mistakes and miscues are acceptable? When are there enough to
determine that the child is struggling and needs extra help?
- Connections:
- In the field, my teacher frequently reads the class a story, and then gives them a
little booklet of the story with pictures that they can color themselves. At their station,
they are supposed to read the story as they color, and simple words from the story are
missing for the student to fill in. Although this is not exactly the same, it relates.

• R&C Ch. 5
• Observations:
• Eight comprehension strategies that provide a firm scientific basis for instruction:
o Comprehension monitoring
o Cooperative learning
o Graphic organizers
o Question answering
o Question generating
o Story structure/text structure
o Summarizing
o Multiple-strategy instruction
• Schema theory: theory that explains how information we have stored in our minds
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helps us gain new knowledge

• Schema: can be thought of as a kind of file cabinet of information in our brains
containing related:
o Concepts
o Events
o Emotions
o Roles
• Readers can remember text without learning from it
• Example: Might remember learning the definition & might be able to recite it but
could not apply it to anything
• Surface code: printed text that preserves in the reader’s memory for an extremely
short period of time with the exact letters, words, and grammar or syntax of the
text
• Construction-integration theory: explains the complex cognitive processes used
by readers to successfully comprehend a text
• Situation model: what the text is really all about: ideas, people, objects, processes,
or world events
• Teachers are aware that they need to explicitly teach comprehension strategies to
children
• Benchmark standards: minimum expected outcomes
• Oral story retellings can be elicited to children by:
• Involving the use of pictures or verbal prompts related to the story
• Using unaided recall, so students can retell the story without picture or verbal
prompts
• K-W-L process:
o K: What I Know
o W: What Do I Want to Learn?
o L: What I Learned
• Question-Answer Relationships: a strategy for teaching students how to answer
questions asked of them
• Elaborative interrogation: a student-generated questioning intervention
• Metacognition: the act of monitoring one’s unfolding comprehension of text
• Strategies for use by readers to experience comprehension failure:
• Ignore the problem and continue reading
• Suspend judgment for now and continue reading
• From a tentative hypothesis, using text information, and continue reading
• Look back and reread the previous sentence
• Stop and think about the previously read context; reread if necessary
• Seek help from the environment, reference materials, or other knowledgeable
individuals
- Wonderings:
• When do you use each strategy when readers experience comprehensive failure?
- Connections:
- When students in my class don’t know how to spell words, they
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look around the room for the word on the wall on the posters.
They seek help from the environment and reference materials
posted.

• Chen Ch. 7
• Observations:
• Independent reading workshop is where work during shared reading, guided
reading, interactive read-aloud and word work come together.
o Where students apply everything they learned & practiced
o Gives all students the chance to be readers
• It provides English learners with exposure to language
• Independent reading workshop:
o Key elements: should have a general structure
- Minilesson: help children become thoughtful readers
- Independent reading
- Partner talk time
- Whole-group share
• Assessing readers:
o Assess current reading levels
• *Figure 7-8 Structure of Reading Workshop*
• *Figure 7-14 Possible Minilessons*
• ** use sticky notes while reading since students cannot write in their books
• Giving students time to read is key to any language arts program because the
more children read, the better readers they will become while developing
language

• Chen Ch. 10
• Observations:
• Word work is a foundation for communicating and gaining meaning from oral and
written language
• Includes a variety of linguistic and interpretive skills:
o Concepts about print: recognizing words and pictures and their relations to
each other
- Sharing labels: students can bring in a advertisement from home,
break students up into small groups and have them share what they
brought in
o Phonemic awareness: ability of children to isolate, identify, and
manipulate spoken sounds
- Name that sound: use different items from the classroom or home
to create sound, students listen carefully and try and guess what the
sound is made from
o Phonics: match spoken sounds to corresponding letters and letter
combinations (graphemes)
o Sight words: during shared reading teacher should pick high=frequency
words to review with the class
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• It is not recommended that we isolate vocabulary development from its

application for real purposes because words learned out of context have little
carryover into the daily lives of children (Clay 1991)
• Word play: activities and direct instruction on morphemic analysis help students
become strategic readers who use their knowledge of word parts to make sense of
unknown words and maintain comprehension
o Wats-It
o Blurt it
o Vocab pyramid
o Secret word
o Riddles (Hink Pinks)
o Word detective
o Tri-bond: set of words that has three words on one side of paper and a
larger concept they fit into on the other, students work with partners and
they have to try and figure out the general concept, example from book:
Jupiter, Mercury, Mars… General concept: Planets
- Wonderings:
• Games are good way to help students learn the material. But I feel as though if
there are too many games, the children won’t learn. How much time should be
spent on serious lessons and how much should be spent on the games?
- Connections:
- My class learns concepts about print. When reading books, my cooperative
teacher always asks the class how the words and pictures relate to eachother.