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Post by Alan Flurkey on Jul 29, 2015 23:30:12 GMT
RMA Forum is a site where teachers and researchers can ask questions about RMA and get some direct answers from the authors and other contributors. What's on your mind?
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Post by Richard Owen on Jul 30, 2015 0:07:09 GMT
I am happy to see this forum! It will be a good place to explore RMA with knowledgeable educators. Thank you Alan for creating the RMA Forum.
Richard
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Post by cbcharlotb53 on Aug 19, 2015 19:20:15 GMT
Hi Alan, I will be doing an RMI/RMA with a sixth grader tomorrow and will only have one session to do both the RMI and the RMA. I have some ideas about how best to approach this, but I would love your thoughts about how to analyze the typescript and prepare for the RMA within a very short timeframe.
Thanks for your help, Charlotte
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Post by Alan Flurkey on Aug 19, 2015 20:43:32 GMT
Hi Charlotte, When doing this, you'll need to keep a sharp eye for high quality miscues. Since your focus will be on conducting an RMA, you can afford to focus less on marking ALL of miscues, and more on making note of miscues good for RMA. You can always go back to the recording later and mark all the miscues carefully and do an analysis of patterns. But for now: 1. ) Just mark the high quality miscues OR the partially acceptable miscues that were corrected. For the latter, partially acceptable miscues in which you can pretty well guess what the reader was predicting (I call them "prediction miscues") make for good conversations. 2.) As you mark the miscue, glance at your recorder and write the time in minutes and seconds next to the miscue. Use this information to navigate back to the miscue when you wish to replay it for your reader.
So, these several things are going on at once: listening for miscues, making a snap judgment about a miscue to decide if it's good for RMA, mark the miscue and note the time. And, you're also listening to formulate questions during an aided retelling should you need to.
Let us know how it went! Alan
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Post by cbcharlotb53 on Aug 19, 2015 20:51:49 GMT
Thanks, Alan. This is very helpful, and it relieves some of the pressure I was feeling about how to do more of an in-depth analysis. I plan to use "The Sweetest Fig," so that will give me a familiar typescript to work from making it easier for me to focus on the things you recommended. I'll report back tomorrow. Thanks again for your help.
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Post by Yetta Goodman on Aug 19, 2015 22:09:00 GMT
I am looking forward to hearing from Charlotte and her work. Experience is the best teacher in doing RMI/RMa. But it also helps when those of us excited about learning more from each new RMA share your experience and respond.
More later.
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Post by Charlotte on Aug 20, 2015 20:51:53 GMT
Hello everyone, I completed my "one shot" session of RMI/RMA with a sixth grade reader, Katie, who is visiting from out of state. Overall I am pleased with how it went, but as you might imagine, I am left wishing I could work with her more over an extended timeframe to help her revalue herself as reader and begin to experience joy in reading. This single reading performance revealed a reader who has strong reading skills but is very much being shaped by her current instruction and inauthentic assessments (STAAR and AR among others) to believe that reading is a word-oriented activity and not at all enjoyable. Following Alan's advice, I was able to quickly identify several high quality miscues to discuss with Katie and stress that she is in fact using very strong reading process to make meaning as she reads, and her strong focus on word level correctness is not necessary to the degree she thinks.
I have now gone back and done a more thorough analysis using the Classroom Procedure, and this confirms that she had a very strong performance with this text. Here is where I wish I could work with her again and see what she does with a more challenging text. What I am going to do, though, is share the full analysis with her aunt, who is one of our former APS Directors of Student Achievement who participated in our Leadership Cohort and has a good understanding of and strong belief in reading process. Michelle will have opportunity to support both Katie and her mother to begin to shift the focus more toward meaning making and away from word level correctness -- at least at home.
I'm excited to hear from you with your thoughts on my post.
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Post by ymgoodman on Aug 20, 2015 20:52:46 GMT
I am happy to see this forum! It will be a good place to explore RMA with knowledgeable educators. Thank you Alan for creating the RMA Forum. Richard
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Post by ymgoodman on Aug 20, 2015 20:55:26 GMT
I am now a registered member but still cautious about how to respond. As I become more familiar with the forum, I'll respond more. At this point, I'm happy to be in a position to participate with folks want to start a discussion, ask questions or argue. Yetta
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Post by ymgoodman on Aug 20, 2015 21:00:59 GMT
I am now a registered member but still cautious about how to respond. As I become more familiar with the forum, I'll respond more. At this point, I'm happy to be in a position to participate with folks want to start a discussion, ask questions or argue. Yetta I am now a registered member but still cautious about how to respond. As I become more familiar with the forum, I'll respond more. At this point, I'm happy to be in a position to participate with folks want to start a discussion, ask questions or argue. Yetta Alan... Do we respond by posting in the post we are responding to or do we write in our own posts. Not clear to me. I'm not responding (after I registered as a member) in my own post but I'll try responding to Charlotte's post to make sure she gets it. Any enlightenment will be useful. Yetta
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Post by ymgoodman on Aug 20, 2015 21:10:07 GMT
Hello everyone, I completed my "one shot" session of RMI/RMA with a sixth grade reader, Katie, who is visiting from out of state. Overall I am pleased with how it went, but as you might imagine, I am left wishing I could work with her more over an extended timeframe to help her revalue herself as reader and begin to experience joy in reading. This single reading performance revealed a reader who has strong reading skills but is very much being shaped by her current instruction and inauthentic assessments (STAAR and AR among others) to believe that reading is a word-oriented activity and not at all enjoyable. Following Alan's advice, I was able to quickly identify several high quality miscues to discuss with Katie and stress that she is in fact using very strong reading process to make meaning as she reads, and her strong focus on word level correctness is not necessary to the degree she thinks. I have now gone back and done a more thorough analysis using the Classroom Procedure, and this confirms that she had a very strong performance with this text. Here is where I wish I could work with her again and see what she does with a more challenging text. What I am going to do, though, is share the full analysis with her aunt, who is one of our former APS Directors of Student Achievement who participated in our Leadership Cohort and has a good understanding of and strong belief in reading process. Michelle will have opportunity to support both Katie and her mother to begin to shift the focus more toward meaning making and away from word level correctness -- at least at home. I'm excited to hear from you with your thoughts on my post. I am now responding directly to Charlotte's post above. It will be great if you continue the interactions with Katie through Michelle, your former APS Director of Student Achivement. In RMA, we purposely plan more than one session over time if we can because after the RMA session and especially after we've check back with the miscue analysis, we discover what we should have done. Additional sessions or following up with a family member or the reader's teacher, we can continue to support the reading in revaluing her own reading. That's RMA's major focus, how to get the reader to consider the powerful things she is already doing as a reader. This is why I believe that doing RMA with effective readers, those who already seem to be focused on meaning making is crucial. It is so important to the development of agency in the reader who needs to know that things she does is what her brain believes she needs to do to make sense. So even though you had only one session with her, you are in a position to provide ideas/suggestions to others who can engage her in continuing to value her reading strengths. Any more specific miscues or parts of your discussion with KLatie that you'd like to share. I am signing off right now and hope this will be posted. Not sure waht I should be clicking on at this moment. So I'll experiment.
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Post by ymgoodman on Aug 20, 2015 21:10:47 GMT
Yeah!! It worked!! Charlotte see my response to your post. yetta
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Post by Alan Flurkey on Aug 21, 2015 21:05:24 GMT
Charlotte, I'm pleased that you were able to engage in a meaningful reading conversation with Katie over her miscues, and help her begin to value her own strengths as a reader, even in the face of school-based experiences that may lead her to believe otherwise. I think it is a stroke of good fortune that Katie's aunt, a former leader in APS, is in a position to see as a family member, the power RMA has in changing the way readers (and those who work with them) think about reading. I believe that if those in leadership roles in public education can begin to have experiences with RMI and RMA, the effects on learners could be profound.
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Post by Charlotte on Aug 21, 2015 21:34:45 GMT
Thanks for your thoughtful responses to my post, Yetta and Alan. Yes I am excited about the potential of this district leader to have personal experience with RMI/RMA with her own family member. She has been a vocal supporter in the past of this authentic reading instruction, so I'm excited that she could potentially help garner wider support. I will be meeting with her next week to go through the completed analysis, so that will be a great next step.
One specific miscue I would like to ask about is this: On line 1703 "dozens of books on hypnotism", Katie produced the nonword "$hynosten." She was satisfied with that and moved on with the reading. Ultimately, she knew that Bibot and the dog switched places because of the fig, but she missed the concept of him trying to hypnotize himself to have the dream. I didn't discuss this miscue with her because I wanted to focus on the powerful strategies she was using and help her begin to revalue what she was doing. I also decided that since she did grasp the major concept of the man and dog switching places that I would not focus on this less important detail. I do anticipate, however, hearing this question from her aunt next week. How would you advise me to respond to her?
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Post by DavidBef on Jan 3, 2022 6:08:58 GMT
Between us speaking, you did not try to look in google.com?
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