Retrospective Miscue Analysis and its Use With Struggling Elementary Readers: An Educational Grant Proposal by Andrew Sherman A Grant Proposal Project Report Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree In Education Approved: 2 Semester Credits The Graduate School University of Wisconsin-Stout May, 2010
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Retrospective Miscue Analysis and its Use
With Struggling Elementary Readers:
An Educational Grant Proposal
by
Andrew Sherman
A Grant Proposal Project Report Submitted in Partial Fulfillment of the
Requirements for the Master of Science Degree
In
Education
Approved: 2 Semester Credits
The Graduate School
University of Wisconsin-Stout
May, 2010
Author:
The Graduate School University of Wisconsin-Stout
Menomonie, WI Sherman, Andrew E
11
Title: Retrospective Miscue Analysis and its Use witli Struggling Elementary Readers:
An Educational Grant Proposal
Graduate Degree/ Major: MS Education
Research Advisor: Kimberly Martinez, PH.D.
MonthNear: May, 2010
Number of Pages: 39
Style Manual Used: American Psychological Association. 5th Edition
Abstract
Teachers of struggling readers in the Sauk Prairie School District need better technology and
different strategies to assist in the improvement of reading fluency and comprehension. Surveys
have been delivered, collected, and analyzed to determine that CUJ1'ent teachers of the Sauk
Prairie School District feel they are ill prepared to help struggling readers increase their fluency
and comprehension. The teachers are looking for a new technique that they can add to their
professional repelioire.
By pairing the use of the Retrospective Miscue Analysis with digital recorders, struggling
readers will learn to recognize and eliminate many miscues in their reading. Grant funding
would allow the Sauk Prairie School District to purchase the necessary equipment, provide
training for staff, and allow for the development of cUlTiculum that can support improved reading
instruction. Results and information will be shared through local media outlets, along with
student and staff presentations to local officials.
111
The Graduate School
University of Wisconsin-Stout
Menomonie, WI
Acknowledgements
IV
I would like to thank Dr. Kimberly Martinez whose guidance and excellent feedback allowed for
the completion of this grant proposal thesis paper. I would also like to thank Dr. Caroline Heitz
and Dr. Caroline HOlion both of the Reading Teacher Certification Program at the University of
Wisconsin-Stout. Their expertise and understanding helped shape the type of person and student
that I have become.
v
T ABLE OF CONTENTS
ABSTRACT ................................................................................................... ii
Chapter I: Introduction ....................................................................................... 1 Statement of the Problem .. .......................................................................... 1
Purpose of the Grant Proposal ..................................................................... 1
Chapter II: Literature Review ............................................................................... 4 Introduction of Research Supported Problem .. ............................................. ... ..... .4
Chard (2005) offer this definition that combines the idea of oral reading, silent reading, and
comprehension: "Reading fluency refers to efficient, effective word-recognition skills that permit
a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive
oral reading and is applied during, and makes possible, silent reading comprehension (p . 510)."
Summary
By placing an emphasis on high quality reading instruction and the use of strategies such
as the Retrospective Miscue Analysis, struggling readers can be helped. Fluency instruction is so
6
crucial in allowing for a much higher level of comprehension for readers. The use of RMA gives
students and teachers the ability to analyze miscues and to allow for a metacognitive awareness
that will hopefully reduce miscues and increase comprehension.
7
Chapter III: Project Goals and Objectives
The project's goals focus around the use of the Retrospective Miscue Analysis Method as
a strategy that teachers can use to help struggling readers manage the number of miscues they
make while reading. The teachers in the Sauk Prairie School District do not use the RMA as a
strategy. The goal of the project is to provide training and to determine if the use of the RMA
will help the struggl ing readers of the Sauk Prairie School District.
In-Service Time Will be Provided to Instruct Teachers on the RMA Method
Teachers will be provided with in-service time to instruct and practice using the RMA
method during the summer so that they may begin the use of the method in the fall.
Struggling Readers Will be Chosen Based on the Recommendations of Classroom Teachers
After the in-service training, teachers will recommend struggling readers who may
benefit from the use of the RMA Method. In the Sauk Prairie School District, readers who are
two grade levels below their current grade based on the DRA given at the beginning of the year
are considered to be struggling readers.
Results of Student's oral reading running record and words correct per minute will be analyzed
to determine the effectiveness of the RMA method
Students will be given fluency assessment and running record before beginning RMA and
after using RMA for a period from October to December. The pre and post assessment results
will be compared to determine the type and amount of growth the students have experienced in
fluency and use of reading strategies.
Teachers. students, and parents will be surveyed to determine the effectiveness and usefulness of
the RMA method
8
A survey will be given to all parents and students who were taught the use of the RMA to
determine the perceptions of the method . Teachers who use the RMA will also be given the
survey to detennine their perception of its usefulness .
9
Chapter IV: Project Methodology
Significance Statement
The Retrospective Miscue Analysis (RMA) is a very important and useful tool in helping
struggling readers become better at understanding the types of miscues they are making while
they read. By recognizing the miscues and learning strategies to reduce the miscues, students
can increase their fluency. The teacher also uses the types of cues that a student may be using to
help decrease the miscues. There are three types of cues a student will use when making a
miscue, meaning-appropriate, visual, and syntactic cues . The benefit of improving fluency
would promote students' ability to comprehend more of what they read. The RMA can help
influence an individual student's ability to comprehend and read more accurately.
The students will benefit a great deal from the opportunity to work one-on-one with a
teacher who will teach the use and importance of the RMA. The first step of the RMA method
allows for a student to read orally a story or piece of text that is appropriate based on the reader's
instructional reading level. The teacher gives no assistance to the students while they are
read ing: she is simply administering a running record of the reading. The reading of the text and
a retelling at the end is recorded during the session.
After the reading session, the teacher will listen to the reading and mark miscues on a
copy of the text. The teacher will then analyze the miscues to determine an instructional plan for
the student. The teacher then needs to determine if she will allow the student to listen to the
recorded reading. In this manner she would stop the recorder when the student hears a miscue
and then she would discuss the type of miscue with the student. Another alternative is to have the
miscues already marked and present so that the teacher can help the student to focus on a celiain
type. Information about the specific type of miscues that the student made would be shared.
10
The student will leam how to correct those miscues so he can improve his reading strategies. The
teacher would then have a conversation with the student about the miscues and determine if they
are "high quality miscues". These are miscues that do not break down the meaning of the text.
An example would be substituting a word that has the same meaning, but is a variation of the
text, such as replacing a boy's name from the text with "him" or " his." The conversation would
focus on the miscue and whether it makes sense. If it does, the teacher helps the student
understand that he is still a good reader and people generally make those kinds of smart
substitutions. The teacher and the student may focus on why the student is making the miscue.
It may be due to the fact that the word the student replaced is visually close. If they look similar
and the student chooses a word that makes sense but is not accurate, a conversation about
strategies will be presented to correct the miscue. If the miscue does not make sense, then the
teacher and the student will discuss strategies to decode the word more accurately. Teachers can
help students understand the process of reading by analyzing the miscues that they make.
Teachers can determine if students are making predictions and thinking throughout a story if they
are making smali substitutions.
When students stop the recorder and identify their own miscues, it allows the teacher to
understand more of the metacognitive processes and reading strategies that the students are
using. These conversations allow for the teacher to have a better understanding of the types of
miscues a student makes. Some miscues are more acceptable errors than others .
When discussing the miscues, the teacher will ask questions helping the students to
understand why they may have made the miscue and if they feel that other readers may make the
same miscue. This will allow students to revalue themselves as better readers. Most struggling
readers have been evaluated several times before and are used to teachers telling them what they
1 I
have done wrong. The RMA can allow the student to see that they are not a bad reader and that
the miscues they are making can be high quality. They may also be able to realize that they can
analyze their own miscues without the teacher telling them what they have done wrong.
The intent of the RMA is that students will recognize miscues as they are reading and
self-colTect them, which will lead to better fluency. Fluency is highly linked to comprehension.
If a student is struggling with the fluency, the comprehension cannot be there. The increase in
fluency and comprehension will permit the student to improve and increase their reading level.
Literacy is the cornerstone to being a productive member of our society. The use of the
RMA will openly benefit those who are receiving the extra assistance, but eventually it will
profit the entire classroom. As fluency, comprehension, and reading levels improve, the teacher
would be able to have many more of the students effectively read the class texts. Many of the
texts are written at a level that is too difficult for several of the students, especially those who
struggle. By using the RMA students may be able to improve their reading ability so that they
are able to successfully read grade level texts.
12
Action Plan and Timeline R t e ros~ec lve lscue A I . G tT I' na YSIS ran line me
Analyze data from the survey to determine best use of grant money. May 2010
Use grant money to purchase digital recorders and to provide materials and presenters for in-service June/July 2010 training.
Teachers identify those students who are struggling with their reading fluency. Discussions will be
September 2010 held to facilitate the best use of the RMA method with these students. Teachers meet with individual students and use the RMA method between 3-5 times per week. October-December 2010
Post-project survey of teachers, students, and parents of the Sauk Prairie School District to January 2011 determine the effectiveness of the RMA method.
Survey results are analyzed.
January 2011
Summarized report of survey results and data of the use ofRMA with struggling readers is
February 2011 presented to the members of the Sauk Prairie School Board and the funding agency.
Evaluation Plan
A project report will be submitted upon the completion of the grant fiscal year, funded in
part by the Alliant Energy Foundation.
Detailed, accurate, complete records of expenditures made under the Alliant Energy
Foundation Community grant and participate actively in the evaluation of project activities will
be kept. Project activities will be evaluated in a survey completed by students, parents, and
teachers along with workshop evaluation forms.
13
Upon request, an audited financial statement of the income and expenditure related to the
grant by an independent certified public accountant, will be provided, as documentation that the
grant money is spent on the purposes for which it was provided.
Further evaluation of the Retrospective Miscue Analysis method's overall effectiveness
as an instructional reading method will be measured by student satisfaction and increased
reading scores. The effectiveness will be evaluated with a survey using the results of the
Developmental Reading Assessment.
Dissemination Plan
With literacy being so crucial to the livelihood of American society, it is important that
students, staff, parents and members of our community are made more aware of what they can do
to help struggling readers in our district. Information will be disseminated to community
members through the school newsletter, the school and village websites, as well as the local
newspapers. In addition, information will be shared with the school staff through monthly
workshops. Staff, students, and parents will be encouraged to continue to share the learned
information through word of mouth. A final report and presentation will be shared with the Sauk
Prairie School Board and submitted to the grant agency by the project manager.
14
Budget
I. Personnel Description Quantity and Cost Budget Request
Retrospective Miscue Analysis TraininK 1 day of training at $200 ~er day $200
II S erVlces /S r upplles
Description Quantity and Cost Budget Request
ICD-P620 Digital Voice 20 x $59.95 $1199.00
Recorder
Sandisk 2GB Memory Card 20 x $8.09 $161.80
Total Budget Request $1560.80
Budget Narrative
Grand A venue Elementary School currently has one teacher who has worked with the
Retrospective Miscue Analysis Method with struggling readers. He has worked with some
teachers, but he is willing to work with anyone who is interested in the use of this method to
help improve reader's accuracy, fluency, and comprehension in their reading. He will
provide a full day of training in July of2010 to all teachers interested. He will serve as a
resource for teachers, answer questions, give solutions to problems, and any other situation,
which may call for his expeliise. The requested personnel budget is $200.00, which is the
same rate that the Sauk Prairie School Distl;Ct pays teachers who lead in-service sessions.
The requested services/supplies budget is $1360.80, which includes 20 digital voice
recorders and 20 memory cards for each of the grade level classroom teachers interested in
using RMA at Grand A venue Elementary School.
15
The digital voice recorders are used during the Retrospective Miscue Analysis Method to
record a student's oral reading to allow for playback and recognition of the oral miscues
during reading. The digital voice recorders are a great tool in allowing the students to pause
and restart easily as they are listening to their own reading.
References
Allington, R.L. (2006). Research and the three-tier model. Reading Today, 23(5),20.
Caldwell, l.S. & Leslie, L. (2005). Intervention strategies to follow informal reading inventory
Julie Bauer, Executive Director Alliant Energy Foundation 4902 N. Biltmore Lane P.O. Box 77007 Madison, WI 53707-1007
Dear Ms. Bauer:
Appendix A: Cover Letter
Please find my grant application for the Alliant Energy Community Grant enclosed for your review.
18
Many educators and community members are looking for techniques and strategies to help promote literacy within their community. Literacy is imperative for all districts to continue to improve our methods and strategies. Educating school district personnel on the use of the Retrospective Miscue Analysis will provide a positive strategy for improving literacy skills in the Sauk Prairie School District. It is the aim of this grant proposal to research the affects of utilizing the Retrospective Miscue Analysis with students who are struggling in reading to improve their overall literacy abilities. I am requesting $1 ,560.80 for this project in the anticipated hope of establishing a stronger reading remediation literacy program within the Sauk Prairie School District.
Your suppOli will give the Sauk Prairie School District an opportunity to provide staff and students of the district an opportunity to work and learn together about the use of the Retrospective Miscue Analysis method and its effect on the improvement of reading fluency and comprehension.
Please contact Andrew Sherman to answer any questions that you may have about the grant application by phone (608) 643-1927 or by email [email protected] .us. For more information about the Sauk Prairie School District, please visit our website at http://www.saukpr.k12.wi.usl. I look forward to healing from you soon.
Sincerely, Andrew E. Sherman Fifth Grade Teacher Sauk Prairie School District 213 Maple St. Sauk City, WI 53583
Appendix B: Grant Foundation Proposal Request
IYII All I ANT liM EN ERGY.
I'oo.rodIIJIn
COMMUNITYGRANTREOUEST
Tf) Ll(Q':'~ >jn "'o.:IJ'({,"jG .,;( cion d thi ~ f(J IlT"~ ~ol.;,.)'5Q v):,jl : IIWI':;:JIf!lrt.,tl'1(Jy.'::" :7Tl:· I ·~' Ufl !:i!l'~'l.?':l'l l r ",J!.J~1
ror OI'1'·~e USE' onry:
!; ---
lhij I-:c-m i) r~ur.;.:l fer 011 f'Jnd r~ r';"i'J~l1 IKm In... pHiH11 [fl.;{91 J:Olrr:hlbrl Rr,,~u; ... I:' lrot CiT '; irl: on'p~~ Of l.Jntigrl;r.i .); '",.;.1 .::r...thCr!..o !>a.irril1;d in .:lrr:lh.;( f.:ffT~l( ,,,,,I b .. r~rumlld . Pk.l[;;l fI) rn.;rrW t,:;. irdu:J.~ ·]11 r.;o=l.',,,,1 t '~1=<fl mlt.;ri ... h nO·j.;oJ in S"':1i:n F.
Teachers of Reading at Grand A venue Elementary School
This survey will be used to help find ways to help our struggling readers.
1. Do you want to help struggling readers in your classroom?
Yes No
2. How confident are you in helping struggling readers improve?
2 Not Confident
3 4 5 Very Confident
The Retrospective Miscue Analysis (RMA) is a method educators can use and teach to struggling readers to allow students to record and track their own miscues.
3. Have you ever used the RMA method with a struggling reader?
Yes No
Explain:
4. Would you like to learn more about the use of the RMA with struggling readers? Yes No
Thank you for completing this survey your responses are very impoliant in potentially helping our struggling readers.
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Appendix D: Post-Surveys for Teachers, Students and Parents Teachers at Grand Avenue Elementary School
This survey will be used to help evaluate the Retrospective Miscue Analysis Method.
1. Do you feel the Retrospective Miscue Analysis helped you as a teacher of reading?
Yes No
2. How confident do you feel as a teacher of reading now that you have used the Retrospective Miscue Analysis?
2 Not Confident
3 4 5 Very Confident
3. Would you continue to use the RMA method?
Yes No
Thank you for completing this survey your responses are very important in potentially helping our struggling readers.
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Students at Grand Avenue Elementary School
This survey will be used to help evaluate the Retrospective Miscue Analysis Method.
1. Do you feel the Retrospective Miscue Analysis helped you as a reader?
Yes No
2. How confident do you feel as a reader now that you have used the Retrospective Miscue Analysis?
1 2 Not Confident
3 4 5 Very Confident
3. Would you like to continue to use this method?
Yes No
Thank you for completing this survey your responses are very impoltant in potentially helping our struggling readers.
Parents at Grand A venue Elementary School
This survey will be used to help evaluate the Retrospective Miscue Analysis Method.
1. Do you feel the Retrospective Miscue Analysis helped your child as a reader?
Yes No
2. How confident do you feel your child is now that you they have used the Retrospective Miscue Analysis?
2 Not Confident
3 4 5 Very Confident
3. Would you like to see the use of the RMA method continue with your child?
Yes No
Thank you for completing this survey your responses are very important in potentially helping our struggling readers.
Ask t.h~ Stll<il::Ilt to brjng ],i.~ I):' bE-I" (ornpltt~d Stll'~.l?)lt 1~1:':~,jing Sur\"~Y to tht «(Iufcrcncr: .
.,2. ORAL READING FLUENCY)
INTRODUCnEm· T: 111 this story. All the Wa1 Unller, SonYil ilnd her l:OllSifl. Katie, spend a day at the beach, P/~3$6 read aloud to rhs star 0(1 /Jaffe 2, Sho'", th~ st',lGmt whert t,) ~:tQr' rc~ilillg ~t thl: lie.
""}.. RECORD OF IJRAl READING f,U RculrJ uw 5tlJ(h~:rt('5 oral rcaJinC{ beh;]viQr.:. Note the snld(~nL's J1l1ency f('x:prt".~~~())l and phr'~dng}. [k ~,,\lTt': to time t},t': .\'-"lcieot's r< :aJiT~~.
Page 2 ;7/ I k-
1 dkln't plan to tell a lie or /0 get into trouble, It ju~t ~ort of
hctPlwnerl. Katie, my colj~:in. had asked me to ,toy with her
f(lrnily for (1 ~'}P'8k during IhOi sLImmer'. Katie dnd I were bofl\..........r I"V ..........
nine . We \/,'€re going into fourth grode in the t()IL We. boil. L"'~'
enjoyed r'idin~ bikes, pillying garnes, and dancing to our
f(]\forite mus ic For the first few dt1ys, we had (1 wonderful time, ~.",;\-" .
But thot oil rhnnged when Uncle Jack decided tl1C1t he would
take us to the b1!Qch on tlis day off.
I 1 ried to (Kt happy uhtllll gr)ing fo the be[]ch. It WO"i my first
til}w. I should have b~en ei(cit~ . But I didn't w(lnt Katie to
know hodn '!, leot'flp.d to swirn Xe1 . "You can svvimJ ccm'1 you?" Uncle Jock mked os he turne<i into
tile beQch porki(Jg lot the next day.
25
. '. ~ . :-::. /" \.
;'0 '" • '<1".
0' •• ,": I .. ,'
. ::', :'~-."
:~:,~
*~ ·~~.:i
AI{ the Way Und~r
UUh ·huh, U I nodded. It wa~n't really 0 lie. I stort€d t(lking
swimming lessc'lis tht'ee limes, bl)t [ never flni~hed, The real
problem W(l~ thut I was oiroid 10 go 011 the 'Noy under. Ju~1
thitHing about putting rny 11€'cld in the wa1er made rne verI'
nervous,
As soon as Unde Jack p'lrked Ihe car, K[]ti~ jurnpe(! out of the
back SI.'lOi . Sjle 'l<'m ra-ady to 90 swimming. Untie Jack and
AunT lisc, grLjbbed th~ [)eCldt towels fmel IIrn'm~lla and storfed
looking for d good SP<..1t to enjoy tht? .sun, I, on the o1her hand,
s1epped out·, of the wr ~'m".ly. I had To (Orne up with a pion
of (Itt ion,
T · l' ~o 't d uue: :. ~ . LIlmu ~~:~~'Jll s
ORA!. READI N& WORDS PER MIN U1E, PERCENt OF ACCURACY Use the st'Jdelll ',s DI"a.l reading time cO Cird!~ lh(' WPM range.
C[ollnt tfw nHnlb~f of rtli"u~c:; lhat are llot sdl-c:orrr.ct('d, Circle- tbe .. " ......... 7""0..,..-,.
Q
-../
• If tny .~'.Hdcnt'~ score lilts in l'1 ~hJded are ... [(IT eilT-W[ INP\{ or Acclu'a'':;j STC)I'I P..(;l~.,~SS 1.vich 8 \(1W('T 11''I£'[ t('xt.
3. COMPREHENSION)
PREDIC-nON Stud",llts cl 0 not lise !lIe tnt when mdking lhcir predictioIls..
T.. foflow the diuwtions fJO the flfSI page of your student 8()oAIlrt. After yoU MVe' fil1ishfJd your {Jf8ditti(Jos, come 10 me (or raisfJ your h;md)
Notl~; ror slud(~nt.~ ... ·"ho have !l.n Tndh'klu;)l Ed(lcatlon pllOn in f11~cc for rendillt; al1d/Of '.Hitten U1Tl1Ullmi~:"Uon! follow th~ din'!·lilln.s ill their phn. You m~y fl~~J aloud the promrt.~ in the StudcD.t Hooklet and!or ~c:.:rjh(' their tESPOI1S~S if n:q<.llr(":d, Giye Il.!:' mlclitioTHI prompt,.
26
~ e.; ~ 4h
tt"
r ... ... r ... r .... .,...
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~ .,.. ¥ ~.
~ a: r , t tr ~.
~
~ r -'n ~
&.-.l '" ~ • ~ 'iJ ~; ....
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• • • B
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p
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" = 3
~ ,:: • ! ~ r. i ~ ~
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A II the Way Under
'/Ii hik the ~;t " l(knt e'!IYlpJetc-s the Pf-odkliun page, ,~omplete du ~ "I ;.~~dKr :'1.1\J.1Y ~ii" ()f 0 ra!. Reading: below Jnd dn:lt: the dO:S':'1·jpt.or, [m the DRA2 \.(mt.inllum that be<;( ucouib.e 1he
studellt's 0101 rf,'tding Jlu~!lcy .
;"bt~: After th~ ~tt.1dcllt h",:; ,:~)m~lleted ,hI': Ptt:\lictioll page, conlir,m:: with tJle as:~,;.~nWnt if tim;:> pemJts, OtfwtVlise, have tht, ~t1Jdent fe.ld (fll' ht:'ok .,nd compkll~ the St.lld~nt Bookler at
(tl\Qtht:f time.
STUDENr READS AND RESPONDS All ~t1Idents rna)' USe th-o H:xt III complete pagt"~; 2-4 of the Student H\)"klct
T:RlJad tile Mary. WIlBI1 JOO .are fiflished. writs a sumlllary of jJ'!JJt !at( havl! rf!Jd and ans ..... er the remaifling q~s.tJims ;n the Sl1ldenl Booklet It you hiJVIJIlU8Sfions. plea$e cumfJ fa me (or r8lsf: yatJ( hand).
4. TEACHER ANALYSIS
ORAL READING lfT:~bt stl.J.dl':TlT: had 5 or more different III!SL1.l( ~ ~) lISt' th~ ir)J0nnali;,n n:'cQrcied on the fkcorcl of Oral Relld.i1-'6 to cotnl'ldl: th;:: chani ld!)\';, .
Slu~e04 ~rt)hrem-sQlves WMds ~sjJl2'; Number 1)1 ",b[1Jp.'" mit ;';PoI! 80Irl)~\(,j: ..
o bl~~di oR ret;~f ~'J))Il<.h ~rlJmtx:f of 'II<Jrus k ·!d l~ ,he ~tll;J')rl;; .
o Jette.r·.~.JOd cluster'> Miscu~ 11I~llJtlad : o fln~..et .j nd Ii me
MlstlJl'S inlem,re~ lrilll 1.~lill~
o Knowl!\.1J':e of .~:>cllir1s ~attem" o II~')H o Qmi~::,iurr,
( an.1IIiEi~;,) o :>Ilirrlp.", o ir..;ctllo~~l~
D s~1I ~ tll~,s o c,ften [J ~~~\·e r~:.:.I~
o 18r81~il\~, o sul;:;l ilLt!anS lh,,: we-te
o no ()h~"'t'I~bte r":tKt'IJUI'; o 'I I,-t'ully sirnil,, "
[)r~J R~ading Jbl~: r.Optional} r..h~' th~ fOI'1Y11.1b hdnw to detErmine th(: stud ent's e:wCl oral .\e~ldillg jute. Convert the stl1do:nh reading time to all sC~'Jnds.
\VP;'=; X 1;0 ;;;;; __ ~ ._ .. \"''1').,t
DRA2 C(JlllinuurlI
• Csc' the iuformflliD!1 nom th~ Stll!irm Re~d.in~ Sl1r.'e.~; :m:! the? Student B()o~(:t to decio: lhe dcSCIiptors that n!:<>l,. de:><.::ribe th<:> 5tlldent'~ te.\rDn~(~~ .
• Add the drCk(I numbers to oht.aill a tom] :;C{)Ti~ fi)r ('~(h sectioll .
• Record I:he R(~OT(~S ,It the (np I)f page 1. RecQrd the C0rupce1H~n.~iC)n Kore at r.hl"': h .Jp ()f
page 4 a~r the colon. Nnt.,: l" th~' C(}m.pf\?hej)~iorl sco~ ~ k~~ th.ul 12, admini:;kt DR,4 2 with a 1m"l.T kl'd t"Xt.
Write (~sumrnary of IIris story in your own wOrds. Include the imp-:)Itant characters, e\'ents, and (letaits from the beg~nnif1g, middl[~, llnd 8r'ld of th€ ~~tory. You may use ttHc
. ----... .. ---.-- ~ .... ' h{)ok to 11elp , ou "Nnte your surnrrr;JIY· "