STEP 1

HAVE STUDENTS READ A SET OF PLACEMENT SENTENCES.

BEGIN WITH SENTENCES THAT ARE TWO GRADE LEVELS BELOW THEIR
CURRENT GRADE PLACEMENT

STUDENTS CONTINUE TO READ SENTENCES UNTIL THEY MISS 2 WORDS

OR MORE, THEN STOP

BEGIN AT THE LEVEL OF THE PLACEMENT SENTENCES WITH 0 ERRORS

SENTENCES

STEP 2
GIVE THE STUDENT A COPY OF THE PASSAGE.
READ THE BACKGROUND STATEMENT ON THE EXAMINERS
ASSESSMENT PROTOCOL (LOCATED AT THE END OF EACH SET OF
PASSAGES) TO THE STUDENT

MAKE SURE YOU TELL THE STUDENT THAT YOU WILL ASK FOR A
RETELLING OF THE PASSAGE AFTER THEY HAVE FINISHED READING
SILENTLY

FORM A READERS PASSAGE

BACKGROUND STATEMENT
LOS ZAPATOS DE MODA

STEP 3
AFTER THE SILENT READING IS COMPLETED, ASK THE STUDENT TO
RETELL THE STORY TO YOU

CHECK OFF ANY QUESTION THAT IS ANSWERED WHEN THE STUDENT IS

RETELLING THE STORY

WRITE UA ON THOSE QUESTIONS (UNAIDED)

ASK THE REMAINING QUESTIONS AND PLACE A + OR FOR RIGHT OR
WRONG ANSWERS

PLACE AN A IF YOU NEED TO CLARIFY THE QUESTION

AUDIO
RETELL
COMPLETE FORM

TYPES OF MISCUES
1.

MISPRONUNCIATION- STUDENT INCORRECTLY PRONOUNCES A WORD AND

SUBSTITUTES A NON WORD

2.
3.
4.

SUBSTITUTIONS- STUDENTS SUBSTITUTES A REAL WORD FOR A WORD IN THE TEXT.

5.

OMISSION IF NO WORD IS GIVEN, THE ERROR IS NOTED BY CIRCLING THE WORD

OMITTED ON THE FORM.

6.

SELF-CORRECTION THE STUDENT CORRECTS A MISCUE HIMSELF/HERSELF AND IT

SHOULD NOT BE COUNTED AS AN ERROR.

INSERTIONS A WORD IS ADDED THAT IS NOT IN THE TEXT.

TEACHER ASSISTS- THE STUDENT IS STUCK ON A WORD AND THE TEACHER
PRONOUNCES IT.

ANALYSIS OF MISCUES
1. MEANING (M) - DID THE MEANING OF THE TEXT HAVE AN IMPACT ON THE CHILDS
READING?

2. SYNTAX (S) DOES IT MAKE SENSE AS A SENTENCE IN SPANISH?

3. VISUAL (V) DID THE STUDENT LOOK AT THE WORD AND MAKE AN ATTEMPT
BASED ON HOW IT APPEARS?

STEP 4
HAVE THE STUDENT READ THE PASSAGE ALOUD TO YOU UP TO THE
ORAL READING STOP MARKER (//) NOTED ON THE MISCUE GRID

LOOK AT THE DESCRIPTION OF MISCUES TO MARK YOUR GRID (P. 10)

TIME THEIR ORAL READING TO OBTAIN THE FLUENCY

AUDIO FLUENCY
COMPLETE FLUENCY FORM
OPTION:
HTTP://WWW.LITTLEREDBAT.
NET/MK/FILES/WPM.HTML

STEP 5 PERFORMANCE SUMMARY

THE EXAMINER DECIDES WHETHER THE PASSAGE IS EASY, ADEQUATE,
OR TOO HARD FOR THE READER

EASY = INDEPENDENT READING LEVEL

ADEQUATE = INSTRUCTIONAL LEVEL
TOO HARD = FRUSTRATIONAL
CONTINUE TO NEXT LEVEL IF THE STUDENT SCORES EASY

DOWNLOAD

HTTP://PDTOOLKIT.PEARSON.COM

NEISD READING
TIMELINE
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