Two Crazy Pigs by Karen Berman Nagel
(DRA level 12)
Male/3rd Grade/Spanish Speaker
/ / /
Two Crazy Pigs
Where / / / / One / / / Funster / (S, V)
We are two crazy pigs. We lived on the Fenster farm.
When / / / with their / / / / / / / / /(S,V)
We tickled the hens while they were laying eggs. “Stop that, you crazy pigs,” yelled
/ T (M)
Mr. Fenster.
Whenteen / / / / with / / / / / / / /(S,V)
We tied the cows’ tails together while they were giving milk. “Stop that, you crazy
/ / / /
pigs,” yelled Mrs. Fenster.
Instir / / / / / where they / / / / / / / / /(S,V)
Instead of rolling in the mud, we threw it at each other. “Stop that, you crazy pigs!”
/ / / / /
yelled Mr. and Mrs. Fenster.
/ / / / / / / / / / /
OOPS! “Pack your bags and leave!” yelled Mr. and Mrs. Fenster.
/ / / / We will / / / / (S,V)
All the animals cried, “We’ll miss you, crazy pigs!”
When we / / / / / / / Hen / / / / / (S,V)
We went down the road to Mr. and Mrs. Henhawk’s farm. “Do you have room
/ / / / / / /
here for two crazy pigs?” we asked.
/ / / / / / pigen (S,V)
Mr. Henhawk made us a new pigpen.
/ lawd then / / and / tall / skip (S,V)
He laughed when we dipped the sheep’s tail in ink.
/ / / / / / / / / /
Mrs. Henhawk let us make mud pies in her stove.
/ / / / / she’ll / / / (M,V)
One day the Fensters’ cow, Shirley, came to visit.
/ / / / / / / Shir / (S,V)
“Will you come back to the farm?” Shirley asked.
/ / / / / / / / / / / /
“The hens are not laying eggs. The cows have stopped giving milk.”
/ / / / / / / / / / / / / / /
“No,” we said. “Mr. and Mrs. Henhawk love us for who we are – crazy pigs.”
/ plead ch / / / / / / / / / / / / (S,V)
We pulled Shirley’s tail and said good-bye. Then she went back to the Fenster Farm.
/ / / / / / / / / / / / / / /
One week later, all of the Fenster’s animals came to the Henhawk farm. Shirley spoke.
/ / / / / / / / / / / / /
“The Fensters moved to the city. Do you have room for us here?”
/ / / / / / / / / / / / / Were / /(S,V)
Mr. and Mrs. Henhawk asked all the animals to live on their farm. We were very happy
/ / / / / / / our body / / / / / / / (M,S)
to have our friends back. We rubbed everybody’s faces in mud. We jumped on the
/ / / / / / / / / / / / / / / /
Henhawks’ feather bed for two hours. We were so happy! “Let’s visit the Fensters in the
/ / / / said were / (S,V)
city for old time’s sake,” we said.
/ / kind / / / / / / / / (M,V)
“Are you kidding?” asked Shirley. “Are you sure?” asked Mr. Henhawk.
/ / / are / (S)
“No,” we said, “we’re crazy!”
Analysis of the miscues: This student made little attempt to self correct miscues. Almost all the errors were due to structure and visual cues. I feel that the student’s native language contributes to many of these miscues. English language uses many transitional words and pronouns that the student may not use in their native tongue. Also, the student did not slow down or become concerned when he replaced these words with similar sounding words, even though the replacement did not make sense, look right, or sound right. I believe that the student does not truly understand the miscued words, so replacing the word does not effect or confuse him any more than he already is; such as when he replaces “when” for “we” several times.
Next steps: The student needs practice in memorizing and understanding sight words, specifically words beginning with “w” such as we, when, where, went. An activity that engages him in using these words correctly in a sentence would be helpful for the student. In turn, explicit instruction is necessary. Randomly discovering these words in text will not allow him to own the understanding of these words. The student also needs to be taught MSV strategies for self correcting such as asking himself, “Does that sound right?, Does that look right?, Does it make sense?” (Marie Clay, An Observation Survey, 2005) In addition, the student needs to be taught to read through the word. He tends to see the beginning sound and guesses the rest of the word. Continuing this bad habit will only cause future comprehension problems for the student. Lastly, the student should be taught to slow down and check for understanding. The teacher could stop the student and ask “What has happened so far in the story?” This would allow the student to think about the story while reading. It seemed he was simply reading for the sake of reciting words.
Analysis of miscues: This student did not have significant miscues, but she did fail to correct her miscues. She skipped important titles that would help her comprehend her reading. In turn, her reading fluency needs to improve to be considered independent for this assessment. The structure of the nonfiction text seemed to slow her down. While the students running record seems rather impressive, her comprehension was very poor. Her background and native language effected her understanding of the story. In fact, when I asked her what the map in the story showed her, she said that is tells you about North and South Africa...rather than North and South America. Consequently, her language did not interfere with the reading, but it did interfere with comprehension.
Next Steps: This student needs explicit instruction in nonfiction story elements, such as learning and understanding the significance of headings, graphs, and maps. It would also benefit her to use a strategy of clarifying words. While she was able to pronounce and articulate the words, she did not use the context clues to clarify meaning. Overall, she would benefit from instruction in nonfiction structure and meaning for an increase in comprehension for this type of text.
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