Subject: Literacy, 90 minutes

Topic: Literacy & Miscue Analysis in Reading

Title of Lesson: Reading, Re-telling, & Relaying
Objectives:
1. The student will engage with the story as they read and it is read to
them in class. (RL-13.1)
2. The student provides evidence of how the authors point of view
shape meaning. (RL-11.1)
3. The student will cite significant textual evidence in order to
articulate explicit meanings (RL-5.1)
4. The student will read prose orally with accuracy rate, intonation,
and phrasing on multiple readings. (RL-4.2)
Purpose:
The purpose of this lesson is to help the student articulate written information and
demonstrate knowledge of understanding. This will be helpful to the student in the future when
he or she has a career. He or she will be able to read and understand written text and convey that
meaning orally to other colleagues, which is a desirable trait when bosses are looking to hire
employees.
Materials:
1.1: Follow up questions list
1.2: Two text choices
1.3: KWL chart
Procedure:
For introducing the lesson (43 mins)
1. The teachers will enter the room and greet the student with smiles, asking how his
weekend went. (5 mins)
2. The teachers will start work with going over the Burke Interview that we took last
visit. We will each show him the notes we wrote down and turned in (which we will
receive from Dr. Styslinger when we get there). We will share that were impressed with
how much he has read in since being at DJJ, and that we learned a lot from interviewing
him last time. (13 mins)
3. We will ask follow up questions [Material 1.1]. (13 mins)
4. We will then introduce the two books that we have for him to read and let him
choose one. (5 mins)
5. After his choice is made, we will establish the expected reading calendar. Ideally,
we will have one in mind already for each book (x number of chapters a night until
were finished). (7 mins)
For Developing the lesson (27 mins)
6. We will ask him what he expects to the book to be about from the title of the book
(either Nevermore or Forever). Because he has already read most of the series, it can be

expected that he has a fairly good prediction from the title. We will ask him to get
detailed, and to tell us why he expects this. This method comes from Bridging Englishs
reader response section. (8 mins)
7. Then, we will ask the student to tell us more about his inferences about the text
before reading it. We will hand him a KWL chart and work through the information with
him. This method comes from When Kids Cant Read What Teachers Can Do. (1 min)
8. We will ask him what he already knows about the book (based on the title,
previous books, and other variables). We may read the back/inside cover of the novel in
order to give him a small premise of what happens, depending on how responsive he is to
this method. (8 mins)
9. From there, we will ask him what he wants to learn from this book. What
knowledge is he expecting to gain from reading this book with us? (8 mins)
10. After that, well explain what the L column is for, and have him record
observations as we read, which well go over each time we come back to visit. By the
time we finish the book, well ask him if his questions were all answered. (2 mins)
For Concluding the lesson (20 mins)
11. Finally, we will approach the read-aloud (miscue analysis) portion of the
interview. Both of the teachers will read a page and a half of the novel (starting at the
beginning, preferably). Shanna will read first and Ashley will read second. We should be
three pages in when the student starts to read (6 mins)
12. After giving our examples, we will ask the student to read aloud. We will count
each time he makes a mistake, and will have him read either until he gets to 25 mistakes
or finishes three pages. (14 mins)
Evaluation:
During: Student will be evaluated based upon his or her ability to summarize the reading
and demonstrate an understanding of the text.
After: The Miscue Analysis will be examined by the teacher, he or she will later on use
the information obtained from The Miscue Analysis to conduct a retrospective miscue analysis at
a later date.
Works Cited
Milner, Joseph OBeirne, and Lucy Floyd Morcock Milner. Bridging English. 4th ed. Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2008. Print.
Beers, Kylene. When Kids Cant Read: What Teachers Can Do. Portsmouth, NH: Heinemann,
2003. Print.

List of Follow Up Questions

1. You said in our interview last time that your mother read often when you were
younger. Can you think back and clarify that a little bit, since you also told us that you
dont remember either of your parents reading to you?
2. In the interview we asked if you how did you learn to read, the answer wasnt
clear, do you remember anyone teaching you to read or how you learned to read?
Also, in the interview you said you didnt like to write, is there any particular reason why?

3.