Brian's Winter

Chapter 1
Fall came on withfa softness, so that Brian didn't realize what was in store - a

/.\

It

L!J 'a pi VIr1 e.ct

hard sflhulEl north woods~inter

- until it was nearly too late.

tot""

He had never thought he would be herWhis long. After the plane crash that

t:.
(~/.~;JdFR
@mC\.Y"o~-

~roon@)him

'1

'I N

in the/wilderness

@ 0

"3

he had livedtibY

@c.

found the survival pack in the plane. ;jhe

It

day for fifty-four daysl\until he

.~tti.er

thirty-five days through the

summer, somehow living the same day-to-day pattern he had started just

0th e.'l tI-c..r~n e..cl

after th8 brash.
I

MU"~e.."(\c..4
To be sure he was very busy. The QQ:l8gency pack on the plane had giVe~
5"

~H~+ttsshells - a survIvah22
~~.

him a gun WIth ~

~. . .

rifle - a~

zt\Htpi'Z.blA+t"''''---;.r;.we.
@Cook.-inC3
Pot-

. . @C.c>Jt-~S5 n

knife WIth a compas5

ijy I.blA.-

the handle, Eegkir+g ~

@
7

\l

1'.1

and PJns, a fork, spoon and knife, matches, two butatje

@.(.'o...
m
@c.o..n
ligh~ers, a sleepi~ bag aW.feaflt pa a first-aid kit with scissors, ~ap that-ssid
Co..l'"'le..s~
Qj) C.onchlr.s
@ Shi~Jc.- @S\.\yviJt pa.,e..\(.s{!Y frJ!"~\Vlq
CESSNJ.\, fishin ine,~,
hooks and sinkers, and several pack8t5 of ~n~~Ae-Or~d

@ C rot!\t..

food. He tried t ratign the food out but

~H

his latrine hole.

he'd

\' Wno..tevu

If]

~ll:-:

in hisr;

~ ?&.t-~~

ate the whole pacl{ age in kme

sitting. ~he results were nearly as bad as when~glutted

when he first landed.

L+Y"\AStr~Hcn

@do..'-\.s

old life. They tasted like candy and were so goo~e

it impossible, and within two weeks

7
!> p- ~LUl~
he had!eaten it all, even the package of dried prunes - somethi~

IAr~n

-b H

~. b

on the gut cherries~

His stomach tied in a knot and he spent more than an hour at

~~ord

h~p~o.~

v\t..~~tc...JIn
.

C.o.1e.b

READER'S NAME
Gra de 5~

Ag

made th~ sam(' grammar and nearly the

same sense. Just fisk If It makes good grammar
and a sel/sible stretch of words with what came
miscue

I,

Date

.f

q 710o 7I -:::J
rr;

J". '/

r-o Yl a C-(

a.n

Text (selection) that was read

a
\
U r \ a.. V\ S
"

1_

W 1\'\1
. 1~ y-

.........,...\,
t.r

Did the miscue go

with the grammar
and meaning of what
came before?

Did the miscue go

with the grammar
and meaning of what
followed?

Did the miscue

leave the
,sselltial
meaning ?fthe
sentence Intact?

Was the miscue

corrected?

Was the miscue

graphically
similar?

1- immature
speech

Y - yes, the miscue

fit with both the
preceding grammar
and preceding
meaning

Y - yes, with both

y yes, this
particular miscue,
by Itself, left the

y . yes, corrected

E _ ESl or EFl
learner
If a miscue is coded
1. D, or E, all the.
rest of the columns
are coded Y, except
for .col~mn 6,
coded

~h~~~:J
TEXT SAYS

Spi"'~'"

I
2

1 READER SAYS
~POo(""

Y\1'"_
-

4
5

Q ,.(

dD..U'!o.
v:

h-u.~t,.o..+e_d

Dots

Hj}fbu+~ne..
15
p,,..,...,.,,..

lOifl-...

\,u)'" "'~ It...vqf

e.omptl$S
k..; na

t" .Ill)

13 1

-\A" i s wo "d ...

~d~d

fH

16
17
18
19
20
21
22
23

~tl....id
1 (t F'~S"I\IA
1
1 I..l V', ~
1 ~\~ \!...4Ir5.

G Ole miscue fit

with the preceding
grammar only

only
N no, with neither

1 Y G M

Ie;

u-IItshl

Oof

(ll\.nwuc.<:.
It ,., I"vlu l'"<'

~h'V\

0 ~~~

N 1 Y

v'

'It. _.

1Y

UC

v'
./

./

01

././

./

./

1 -

1 __
-

1 --

--

v"'"

1.,/
1./

1./
Iv'
1./
1./
I V7

I-=- f7 ../

./

2"3
&I

../

I ~././ 11~~__
1 __ --:?-TZ
1/
1./
I ../.,/
<\/
I
,/ 1/
1
./
,/I :7./ 1~

'"
v'

t-

../

J~.,/

./

./'

../

../

-./

./--

oJ'././

././

=
I -

p . partial; there was inconsistency, loss.

or change of a miner idea, incident,
character, fact, sequence, or concept in
the selection
not acceptable: there W~
inconsistency, loss, or change of a major
idea, incident, character, fact, sequence,
or concept in the selection

v'
--

./

./

./

../

./

.././

~~I
06r.kdsl~\'''i''A.t 9~
1 .t1"." J') .; "
J ~'r#'
.,:;"tl 1
1 -('I\-h';;",
1 -v-"t&h.~
I
1 non. ",,t
1 ~ __ --I

--'=tr1-b~~~~~
I

../

Y - yes, acceptable: there wasn't any

essential change in the meaning of the
selection

IN .
Apply to
substitution
miscues only.

.././

I ~C!....o...V"'\

./

1/

t' nil

N - no similarity

0 overcorrection;
a
miscue involving a
contraction was
corrected.
unnecessarily

-./

l'.DO

N - no, not corrected,

and thls miscue IS not

high similarity

p . some (partial)
similarity

_./

Ic.omPo.ss
Ie. I
I I jlA.fl..I --.,/
"""'......
J

meaning ~f the
sentence Intact

./

I>
1./
I
I

WJ'Vl,,1

~~S:eu~ssellri~:

oUtL.\1
W\D

./

I V-

UC Ul1successfu~
attempt at correction

7
Was the sentence, as the reader finally left
it, semantically acceptable within the
whole original selection that was read?
Bracket the miscues that came from each
sentence, and then code the sentences:

~~;~~~~t
at

th'
N ,- no, (.Hd5

N 1 Y

v'

me

meaning of
sentence still
intact

M . the miscue fit

with ~he preceding
meaning only
N . the miscue fit
with neither

-./

o...C'

12

I1...t

essential

G . with grammar
only
.
,
M With meaning

v'

--

lWi!Iii--~-p~~~-

'oe.c.o..Yr\J..

IDE

AMICo..

6 l'lO...u."......
7
+kL Cl"tl.Sk
8 &:'.I'Yt".,..."...,r&,f

'5Thd~t-

';pifW,,,rl

--

Did the miscue

reflect the
speaker's
ordinary speech
patterns?

D _ dialect

t'LOt

before (column 2) 311dafter (column 3).

2
3

CodMers name

Code columns 2 through 4 as if the miscue weren't

corrected, even if it was.
In coding columns 2 & 3 don't ask whether the

./
./

-.r
zr:

,/

./

1/
f7

1/

r7

1./

""7'

./

,/

',/JI ./

JIT7

1,/

../

,/

,/

../

I./'
../

./

,/

-:/
7'

./

./

L
../ 1,/

./

./

7' 1./
./ 1./
v'
./

/1

Miscue analysis coding form #1 (from Reading Process: Brief Edition of Reading Process and Practice, 3,d ed. Heinemann, 2009; (f)2009 by
Constance Weaver; may be reproduced for use),

::a

e
Co
-c
C'l

c.:
n

Q
~
~
~

Figure 7.S

16

Study Guide for Reading Process

GRADE/AGE 5-"'/11

READERI-lt~a.1~U,~

RArnR~&{.~eJ~a~n~~;;~n~d=~~a
TEXT

READ

Br/'t{.t1

's

Winte

VI

How well did the reader use prior knowledge and context to predict effectively? Circle or
underline one option, then provide examples,
Almost never I seldom I about half the time ~quent!V'
almost always

C.a..(c.b

rr..a.c,,"1.J.

e.UAS

a.bIL

fo

ft>

B"z)?o

~~

r=:

h,'S

+H~ fre.G4!..e/.(YIj

mISUU.S,

He:

of

Chnft..xf

-Uu_

h-t.t~t..n.J..!J rt.pt.o...hd

0""

+0 tra prove.
unde.r.stand;Vl3' rOY flxo..mf'e.., miscu:
5 ,6fdrtt.d tVil-t-t. C4..iLh Sa.:JiYIJ' " Thu, a.ttU" ... " ~
which a..U(jns
W/fh. Htt- pnu:e.dl'YIj ~onle.x. t , blA} he. (!.orrec.hd htms elf' tukt.n
reu/lnq
Fo..ytlte.r. c.Ale.-h (7.../50 had frlor knowled1~ of ~ Sf-c>t'Y'
btuu(st.. he ha.d t)../rUJ.,d'j Y'lIAd -+1M.- prlftu.t.1, Ha.tc#t'U:, MId ~as

n -rla,.rtl Sl.c.-fldns

a.ble..

:0

~S~ ~,d-

prl.e/lc-1-toYl'

In

.W7du~fa.nd"n3
hiS

10 inC%e.a.SL hiS comprdt..u-lslon

of. ft..-<-

n_-fc..!f'ntff

t>..Y'l4

sfor,{,

How well did the reader use following context to correct, or try to correct, miscues that didn't fit
with the Ifollowing context and/or miscues that didn't leave the essential meaning of the sentence
intact? Circle or underline one option, then provide examples,
Almost never I seldom ldiliout half the ti"iiiej frequently I almost always
We...b did no-! se, #Ie.. FolfotAJi, eont~xt in ft.nL re.o..d,'Y1j fo

(2ornd

as

o/f(..1'\. o.S ~

!Iovv(.,VU, NL did
~h[(
U5L- +his
rnL#-toc/ o..bOK.t 40-'0 01 -flu.... -li1'YU.... in hiS mis~s,
fij.,- .lZ.XtAmpl~in rni scoa 22, CtU..Lb reo.d , "IfL frl'e.q' fo rof~Ic. .... "
buf ()..Plq u.Ad,'YlJ +u... f!o/(tJWiYlj Words Wt..nf b",c..-K..(Ute:{ t:..arru:,h.c(
i, ,. fft- +rit.d fo rlAt,on ~
Food,.," U.fi((z.inj +~ (T,({OWi'f1j UJnhxfo{ f"o~ fo ~YYl.tA- -Ik.. m.s au- .
IA.Sl..c/

fre.cuit'nj

(!.ontl.xf..

How appropriately did the reader use graphic cues along with preceding and following context,
plus prior knowledge? Circle or underline one option, then provide examples,
Almost never I seldom I about half the time I frequently ,Gfmost alwa~

A/n:o~1- d..{/ of Cd..le..b's mrscues w..~ Jra.ph"c.a...tIj

or'(j,netl
ft.')(f~
lUhU) h~ c/ic/
h~vt... 0-

B"'b.

~"m(/tA.r

fo ~

-I-hA.+
d,dn'f
toN"'. H-:: prt...c.t.l..c!,'r1j or foiIDWit1j r!.f;nf&.}(l-, h:
VlOIA(e{ ()..tfLWIfl
fo PiX ftt.L... mrscccc , In m'SCM../L. '" ne: ccrr~cJe.c/
\\nbrf-hs II h> ~nDYf/1~r-n II a.ffL-Y S.c.~.1'nq ~
Po//Dwinj Cf;nfc..)(.(. of
\\s~,;
-rTtt..trl- tocre: (7...(SO misc.Uis -ftta.f did nof ('.ju:;\nq(l. ~
~nir1!J
a..f a((suc.A
s II.flAe-y UO-she.d" for '\+k~a.sk:' \1~(A~
$t\l\ ~rOfk(e..t.d\l-{ ~imil~Y
~C\ -\-\-..c.,. l'\1.UA.niY\~ i":1 in to-~+, ~h.olAJi"lj

PN

m,'SCU,

~(A+
Figure 7.8

Vu- \C;,

(}..V\

u.t%\+

fl.1A.clex 'k;>~ nof-

OVLr .c.Prrt..c...-h~

1.++~I7\:I" piaU'....

Miscue analysis form #3 (adapted from Reading Process: Brief Edition of Reading Process

and pra~tir' 3rd ed., Heinemann,2009: @2009 by Constance Weaver: may be reproduced for use).

Study Guide for Reading Process

Reader Q"a.-te1>
Date q/1 fr / If)
Text (selection) read

Bri ~n'.s t<)i~f.erJ CJta.rfu 1

percent

number
Y
P

Following
context

Preceding
context

MISCUE

= yes, acceptable
= partially acceptable

N ;;;:;;
no, not acceptable
Total

MISCUES (substitutions)

20

%Q'?o

\0

215

\2. 7eo

s '7ft

\D

.3

'100%

Some graphic similarity

No graphic similarity
Total

25

100%

percent

\~
\

'510'10
5ift

22-

100%

2-

number

= yes, acceptable
= partially or unclear

N ;;;:;;
no, not acceptable
Total

9 '7"

\9
0

percent

71.tJvz.
0

\0

1.4'7.,

25

100%

Meaning acceptability within text

as the reader left it (column 7)

SENTENCE

number

percent

Y = yes, acceptable

5070

P = partially

507",

acceptable

N = no, not acceptable

Total
Figure 7.7
Practice,

401"

20%

Meaning acceptability within sentence

as the reader left it (columns 4 & 5)

MISCUES

Y
P

407.

Graphic (visual) similarity

number

High graphic similarity

percent

number

3rd

\0

100%

Miscue analysis record form (from Reading Process; Brief Edition of Reading Process and
ed., Heinemann, 2009; 02009 by Constance Weaver; may be reproduced for use).

15

Study Guide for Reading Process

p-b

to..l

READER

InJerviewer

Grade _-,5..L~_-__

p II tl ~

",I" .11

Date

17

Age ---,/w/ __

_q4/--,-/~(P+I...I.-/ ~5

Rerder's interest in reading, and particular reading interests

(possibly question 1; questions 2 and 3; parts of 9 and 11; questions 14 and 15)
1{b.dinq i~ V\i~ .f~"orit~ +\;\iV"\~ to do in '5c.hool o.V\d '5o'rYU....+V\in~ ~\u.~\V"f 'eN\'~o~e, do\"q - IA:)~
N..- i"=>. i~ttH(."";'.t.d iY\ -+k.. ml!l..+(..ti~1. V\t..b
~\o'1~ -\0 Y{.~o. y\O"l'-t\c .hvlr\ o..Y\ct VLA'...I"'rhc:.. ~c...-\-\oY\. \-h... 0.\"70 <..hlo~,:> ~V\o."t
Sttiy\t.c; o."'c\ ~omL ~c.~ytf boo~s-a.-;
\u.. 5~~,"o..li-\+l(..
On ~
~rlAL~o'M.t..
$~d.t,..:' \\t...w\o'-1~ ~Y\dml\ O\A.-\- ho'l\) Cl~d w~
s+o,,\~S et:4m.L -h> b.(......

nd

Home background

c.J\(..b
se.~\Yl~

for reading (especially questions 4, 5, 6, and part of 7)

{;-orn o, Li\-txo .tc.... hoYrl~ e...n.vi c OYlvYU.N\+. \h.....Q.c...V\ n_c.C\.l\

C!OYI'\Il.S

'((,0..<:\
toy WOY\l.. ~Y\d o..\?o y \(..Gl~\A.Ve.. ~
o..\'?o
w..vr.. ~
w~e, ~o\An~~ 0-\'\0. ?"'ft'o'(t \t..im 'Y\
to C\O "'-is "(tAd.\~ "'-oW\.LwoY'~ tvoW' ?c.Wo\ (Z-O Mi~V\{1"""')

''''is \,avtN'h

rJd -\-0

hiM.

V~'o(.AriY'\~
I

Rekder's perception of how he or she learned to read, including how the reader has been
ta~ght and is being taught to read in school (questions 6, 7, 8; possibly question 15)
c..cd(..b ""~~) "'omt.c;.c.N\ooIL~\n 'n.is be..~\Y\n\V\~
~t.c..ro::. o..nc::\ SO\.\d
Yu....
,
v~b<xu(

\eAYl"\iY""\~

\V\I-S~DOI ~,ow, he...

..;croo\; o.nc\. .:;.i\U\-\

'5Cl\.\a

to

V't.CA.d

n.i-::, ~~

\.O~

1A.S-e..

WDY\d(..r$(~

t.o"'-'(...k l-:' h\";,

rt.G\c\\V\(y"

+t'.~"'--\-

Y".tAdI'n'1

~("o\VOY\T.e..

\!\,iVY\..

f'T"O~Yq.W\.

O..CCA.\A-;..e. ~

RSC.'S,

1'0:\~\A

~oo).(..... !,0hc>.t-

\\..(...... Y'LC--C\C;,

Rekder's ideas about reading, such as why people read and what reading is
19Jestions 10, 11, and 12)
,.
Ye..lo \t,.. Y""t.Ao, ~o ~
(!."'V\ "bt.c.oY\'\.(.. ~mo..("\:t..r o..Y\c.\ "-now VY1~\"(..WOV'45 '
f
C.o.(e...b yt.c>.ch b4..C~U.u... it'S ~
t,y
R~d.i(\~
\A..t...\p~ ,"'1M h>

.{!oks

~Y\d

n'101 L

Ir\(..

+~~e.s

n~~:

+;01(",

+0

~1'-hAV(..

[0IWl~dfJIV\ -kM-

5hoe...~.

~o-y~c..t~".>
I

"

Rekder's awareness of strategies for reading, and awareness of own reading strategies
(qJestion 12; also 5 and 13)
,
Th.l .fi T"~t ~tr(>.t~~ Q.e...\L-b "f"t..sfC>Ylcle...a "",tv.. WC\':J \-0 Gl<;." ~
+-~cJ..u..y
hiS mom, or tD loo~ if !.<..p on n'-"So phOYl.t.... Aft~y SOrxL. "fYIOYL.

orl

~t.fsf;o\")ir1"

iT>.J.k.c....

n exi

dV--1dLc{

hL

yvolAld

probC\.blt{

jlAst

5!-<-"p it o.ncl

'tIt>

1.06 'rd.

Hor ~e reader .feels about himself or herself ~s a read~r

(especially questions 2, 16, 17, and 18, but possibly question 1 and other earlier questions
also, and question 15)
{'I,
, ,\
t\n
Co.,\il.o'5 woY"cls~ krz. is 0..\1'\ \'o..Vtx.A.I\L '/ Y"'e..o..d.Lr mr "'\~ ~<jL.. vvV\t\:
ht... do~s ,,"t.H \S +-"'~t hL '("(..()..\\l{ \.1\L.i.S Yt.()..d.\~Ci o..V\c\ +t,...,V';~s abo/.dj.\- o: \ot. \-\e.. IASlI\o.llt{ e...ovY\('y~~d~
\OOO~S
i~ ~
<XVL ''''-is kvt..(
o~ rLel.~i>1'l.

\-\L wow...\-:;' h> \mprove-

0\'")". (...:\':'\\1\1 t(.\~t<.r "tAro

I'

JA.Vlc\(.;rJ\-O\~inj

Figure 8.2 Topics addressed by the reading interview question; from Reading Process: Brief Edition of Reading
Process and Practice, :fd ed., Heinemann, 2009; @2009 by Constance Weaver; may be reproduced for use.

rrwre.,"

18

StudGuidefor Reading Process

~oJ..t..b

Reader

.t../

Grade

1/

Age

q /lfJ/I'5

Date

Text (selection)

read

Wil1f-u,

8n'<U1'j

6ha-prt

Score(s), lif desired

Information

Inferences, predictions, and

connections beyond the text

from text

c'o.J.e.,b Wa..S a...b\(.. -to f"/L.loJt. +t>

~\tJ?u:\ ~
on ~
l1X'\'Of~ BdO-.r\ a..nd. -+V\'f\~ o...bolA:\ how
~?~LC.J ~
o.d<>-fto..non ~1Yl Y\e...Wo \A.k\ ~H.,\ \ t \tw W(1. ':>
o~<ltx 1;<> ~UXVI'/L
in 13Y-\~riS ?no~~.
I

Important characters and character development

~b

'""'-100\c '("\
-\()..V'\-

Events arid plot

toJ.~
was o..b\e..Th
~~ (..cA ~ c. e u-rt":> \""
~t>.~ ~(>QX\.e..o. o..i- ~
~\~

~'('-I

~\~

--\>vu...

f \c-\-

~()..'(-t

a.UtX

eNU'\\?

w~()...\-

1Ai~

of

HA

"

Inferencek about theme, larger meaning

c.,oJ.~ f\c.-e..d OlA...-1- O:,e...

"\(\ -\--\A\? '?to'(\/

"'-o-R~~wo.~-\-I.u...

I 1\

~
o~ o-.da..-r~o..\-\o'fl
boo I<- - -\\,.. "" '? --IW- H.<>60 Y1 "'-<.
'o.o'l\~lo.b\,L to ~-\~ ,,",0 \on~ \i'\ ~
W, c\U~?

'/tV... ~ (

~ ( .w.....

Other corinections, predictions, comments

l-\L
be

0 ~

wks
I

o:

'-it-\-\L

a-.t

Y'LAC\i

fl3

~
5\0.'(

"'-n4-

5lA.rv\V~

'er ;"I"

of.

4-\,rH

">

t.-u... d \ c\ V\" -\- ~'(\O V\I ~tt ,{ 'BY \ 01.~ S<A.Y V \ V e.d ~J..
-\1'f7-t 'oOD.-- "'(\ow \ V\G\Vt..--to "(.e.v..d 0.. W,,",O\fL

bu..cu.,t. ~

ot ~

wd.

~0

UlnY\Lt.+-

~+ \-\;~~~\--,\.Oni~ 4-~

V{\C\

~%.

-\-0

a.'o\L

\f'l(!h

~L
~

,(~CAl\ ~

c~

Misconceptions

One.- -sIM(kt\

+vu-too~

N\\~c.onc..~ho'(") CAll.b
~tV\Io d~5"-thi";) i":>

\V'"\

\.VC\.~

aJe.,hA.~

2.

vht..~V\iV\~

\\ '/

Teacher comments

\j 0 c..~ - n()\

ot- ~

do

V"I'

t-

e..,nhr(..

from

(.,0o..~"",,(X.-\- 'e>y-i~Y"I o..h....

0,11

m'~(.,u..a.. "*2l-j 1rQh.u-\

-\-Itl\ n'f.. -\-h \ S "Si jY\\ fi CJ).Y\-\ \ ~

6V.)((.;

~VIlXl

,+

UA().YlO ~

SWn.f.

.J

\'jt v...T-\e.d :'

c\e...f1 ni hDn

IN u..:.\t.. 'S.

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m Q...Voo

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0 (""

$ornJL:-\"hiY1~.

Figure 8.3 IRetelling and discussion notes (adapted from Y. Goodman, Watson, Et Burke, 7987, Wilde, 2000;
and Board. 1 76); from Reading Process: Brief Edition of Reading Process and Practice, 3,d ed., Heinemann,
2009;
2009 by Constance Weaver; may be reproduced for use.

on.JL.. "

Study Guide for Reading Process

19

ADDITIONAL FORMS FOR RECORDING DATA

When you are confident that you can determine many readersi miscue patterns and strategies
by just listening, you might find useful a form like the one in Figure 8.7. The summary form in
Figure 8.8 is still briefer, as it requires tabulating and calculating only the percentage of sentences
that fit semantically in the context of the story.
READER

AGE/GRADE 5""'1/1 DATE 91Ig-II~

('" I" '"

M ljfA n l$nder!

RATER

B,...i0,,1'1'5 IN; n to/

TEXT READ

Chaptu 1

Does the sentence, as the reader left it, make sense within the context of the whole text?
(Do a running tally on the Yes and No lines, total them, then compute the comprehending
score and the number of miscues per No sentence.)
Yes

TOTAL

'1

No

TOTAL

~Cf

Comprehending score = number of Yes sentences, divided by the total number of sentences
RATIO III
PERCENT /00 "10
Miscues per No sentence = number of miscues in the No sentences, divided by total
number of No sentences (can be computed if the miscues have been recorded):
RATIO
PERCENT

NOTESFROM READINGINTERVIEW
Ca..-leb read wu/ for (!.oml'Yl..}1~Sion

PIW-n~'

oJ~-I-r-iYl'Unf of

Hi~

pOS'7ibl'l

hf.,{f

hod many

10 ~

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Uk ttL hfAd 0... ho.rq -lil'Vtt- 5q,..+liYlj /1'1+0
Plow."""1WL was ~\~O o: POI(\-\- 0.-\- mi'sl.-UL- rL{ t,Oktxt.- \\.L
~V\.td
Y\o~
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\(\Ioyd
o..Y\d OLc(..lk1V\.A.- -h--\A.<';)tv-",,+u:l, e.-hd\y'\~

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If

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1/

lAnd

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on

\;0 ~

(\.t...'x~

p0l'h'6Y\.

NOTES ON MISCUEPATIERNS AND READINGSTRATEGIES

~\t.b
do~ o, YVi"~ ~ood )ob of l,Ac:..i(\~ pre.c..u:\i("\~ CPY\tLxt.1o
Q.O'(Y'{.c.+ V\i5 H_O-.d\)1~ I ~o"?o
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at

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wi+lt\

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o..c.c.e.eft>..ble.

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tv\.um\\'\~. ':"~

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\b

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10

mt.O-Vlil"
t I
c;o7

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po..yti
of -Hu.....,~oy-dl,1u...
ILl'!
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r

sound o ai: ma.n:;

Figure 8.7
Reader profile summary form, long (adapted from Y.Goodman,Wotson, & Burke, 1987); from
~eading Process: Brief Edition of Reading Process & Practice, 3rd ed., Heinemann, 2009,' 2009 by
U:onstance Weaver; may be reproduced for use.

Stud Guide for Reading Process

20

NOTES

10M

RETELLING AND DISCUSSION SESSION

ta..-tW did Q 9fod job ot Yt2..-rtL\\lVl3 ~

rYl"-jo'( Q..V~ts of
-+ht... '(1t.<Ad.'~ W\.~ a.c..<"LAX~~.1Wt., t.0O.? o: ~VV\o..\\~\\'~c.oY1 ~
~~0'0
'ov\~~
rt ~\~ y\01 e.We..d -tVto... oVRJ(~J\ WUAn\Y\~ ot
~ 1J~~. \\L. WOo'? 0..'0\0... \0 mo-.\U.,- ~t>od. C.OYW'L(..\-\on~ ~'45oY'lc..l\~
o-.~o. ~I \\;,&, (''(t,V\o\A';> H ..Ac\\l"\~ of \io..t~*. \\<L cx.l?ofi~u:\
I

Vf

'M.o...)o'( ~s
ot Q..4~t~t\oY'\ a.Y\4 $\I\Yv\v~l.
",,~d -oOY)'tt c\iffiUAlhl t,Oii"h ~~CA fie... ~}AL...,t\<11"I':> of' Vo~.

OY) ~

~\t.b

sllMM.ARy OF STRENGlHS AND NEEDS AND/OR OrnER COMMENTS

WW

de..H
n \t-L-\y

we.-\\

u>mpr~~\OY'l
) Cl.':> Wa.c;
5how1
'0'1 \-\\s sc..o'Ct.S o.V\d rt..hlliY\1r" no'NWUf c.ov..\d Wf>('?- on
V'l.~cl\V\~ yV\OY'Q... ~\\,U.)I\H~ <AM d.tWt,\of \'i\~ ~o..\~e..,,::>
LOhLn \IuL.
CPM.t,., to (X. W 0 '((:\ M. d.0 It.~ '(\ + k-no rD. He, \r\a.~0.. ~ r~ c:,p 0 n
'((Ad

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most

f-t

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\y\~

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w~ wi-HA..

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c..t>nA-o:-t- ot -I-kL

INSTRUC~ONAL PLAN
eo..,le.-b hCl.~ 0.. 5Y'{.Q.t

love, tot' ,(.ta.diY'l1' whiC-h ~ho\A.\" c..cnnY\\.L.

to t>L to~te.xtl.c\ \f), ~
~a.~sY-oom b~ o..ll()w\Y13 tA.im to
Y'tAc\ 'oOO~? ot Y\\? cnO\c..e..-. ~~UJ(x
~o"7il b\e.... Htl... cohovt\d
QpY"\\-\Yllt~ \" nG\VtL. 0 ~?o(" h~.h \ h{,,~\-b d,\SC.\A.SS \-\is V"~cl.\V\~~
o..V\d oon+e.... \'C\ 'f ('{.sfo'Os-t... -ro W'r\tX.~ ~ '((,0.0.. ~tL \'vo\A.\(:\
o...bo ~~ f\t.h -\- t-<-oYn o.ad.~d Ot"o...\ H ..o..a\ n~ \(\ ?oS-tL. ~v\'(oYrmwr

(\O\\-~ ~e.tXS
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\f\<:..Ye.t:l.st..a voc..o...b v..\o..r,,/ Wor~
ht. <:.O\A..\d. bU{U..h'~ ~o~
WO\A.\d. bL o, ':R1Z..-'rroSft.c..h"\/{"
~o...\'1">iS ',ocl.iv,d.",C\.H,/ y.)\-th. 41M.. tt..A~
-\-0 SLL

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h, c..on-\-\(\\..UJL ~ J.Wu.or ~l\AUiUO- ().nd

b~')(H..fi+ t'rom
G\.dded d\f~c..\- smo..lI-jro~
'(~~dus ot a.. simi.la.'f o..b\\'it'1 0'(\ du..od.\Y\j

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or

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