Miscue Analysis

The purpose of this assessment is to find out what the appropriate independent and instructional levels are for the student. The teacher can use this assessment to learn about comprehension, fluency, and decoding. I assess 8 year-old Sean. He is in a third grade classroom at a suburban Elementary School. The methodology that I used for this assessment was the Fountas & Pinnell Benchmark Assessment System. Sean took a level R assessment. I administered this assessment in the hallway. I had the student read the beginning of the story aloud. I then had Sean read the rest of the story independently and answered questions about the comprehension of the text. While having Sean read the story, I noticed that he was very fluent when reading. There were only a few spots where he had to pause and continue reading. He did not have any errors pronouncing the words. What I did notice was there were time where he would have to stop reading and self-correct himself. He would do that on a few occasions when he read a word incorrectly. He is capable reading about 144 words per minute. After Sean finished reading the story on his own, he was asked to tell about he story. He had mentioned the most of the key elements that were important from the story. He was able to go slightly beyond the text. He needed some assistance in getting some key points. Something that Brian struggled with was recalling specific information from the text. He needed assistance when it came to talking about a particular part in the story. If he was asked a specific question about the story, he was capable of answering it but had trouble mentioning the information on his own. Overall I believe that this level is a good level for Sean to be on. An implication that I think he needs to work on is remembering specific details from the story. He should also

work on is being able to recall information without any assistance. I think that both this implications can be solved over time and with practice. Sean is an advanced reader for his age and grade so it is perfectly normal for him to have some difficulties with this level.

Lesson Plan
Subject/Topic: Reading Rationale: Student should be able to answer questions based on a story they read. They should be able to mention key points from the story. Standards: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Objective: Student will be able to answer questions based on a story they read. They should be able to mention key points from the story. Materials: Paper, Short stories Procedures Engagement/Anticipatory Set: Have the student tell an important event from their life. Ask him Why it was important in his life? Explain to the student that the facts from the story make up his reasoning for the event happening. Mentor teach and model: Read a short story with the student. Guided Practice: Work with the student, paragraph-by-paragraph, identifying important parts from the story. Explain to him that those points make up the significance of the story being told. Independent Application: Provide a story for the student. Have him underline important facts from each paragraph. Closure: The student will write a summary telling about the story, using the facts he underlined. He also should be able to explain the importance of the story. This will help him go beyond the written text. Assessment: The student will be assessed on how well he is capable identifying key points from the story as well as summarizing the story. He will be assess on his capability of going beyond the text.