Professional Documents
Culture Documents
Chapter 1
Fall came on withfa softness, so that Brian didn't realize what was in store - a
/.\
It
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.
It
.~tti.er
summer, somehow living the same day-to-day pattern he had started just
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
~~.
~. . .
rifle - a~
zt\Htpi'Z.blA+t"''''---;.r;.we.
@Cook.-inC3
Pot-
. . @C.c>Jt-~S5 n
@
7
\l
1'.1
@ C rot!\t..
~H
he'd
\' Wno..tevu
If]
~ll:-:
in hisr;
~ ?&.t-~~
L+Y"\AStr~Hcn
@do..'-\.s
7
!> p- ~LUl~
he had!eaten it all, even the package of dried prunes - somethi~
IAr~n
-b H
~. b
~~ord
h~p~o.~
v\t..~~tc...JIn
.
C.o.1e.b
READER'S NAME
Gra de 5~
Ag
I,
Date
.f
q 710o 7I -:::J
rr;
J". '/
r-o Yl a C-(
a.n
a
\
U r \ a.. V\ S
"
1_
W 1\'\1
. 1~ y-
.........,...\,
t.r
1- immature
speech
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-...
e.omptl$S
k..; na
t" .Ill)
13 1
~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.
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 -
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
../
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
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
-./
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
--
D _ dialect
t'LOt
CodMers name
./
./
-.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
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
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~
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%\+
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).
Reader Q"a.-te1>
Date q/1 fr / If)
Text (selection) read
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%
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%
SENTENCE
number
percent
Y = yes, acceptable
5070
P = partially
507",
acceptable
Total
Figure 7.7
Practice,
401"
20%
MISCUES
Y
P
407.
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
p-b
to..l
READER
InJerviewer
Grade _-,5..L~_-__
p II tl ~
",I" .11
Date
17
Age ---,/w/ __
_q4/--,-/~(P+I...I.-/ ~5
nd
Home background
c.J\(..b
se.~\Yl~
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""\~
'5Cl\.\a
to
V't.CA.d
n.i-::, ~~
\.O~
1A.S-e..
WDY\d(..r$(~
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.
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
~oJ..t..b
Reader
.t../
Grade
1/
Age
q /lfJ/I'5
Date
Text (selection)
read
Wil1f-u,
8n'<U1'j
6ha-prt
from text
~b
'""'-100\c '("\
-\()..V'\-
toJ.~
was o..b\e..Th
~~ (..cA ~ c. e u-rt":> \""
~t>.~ ~(>QX\.e..o. o..i- ~
~\~
~'('-I
~\~
--\>vu...
f \c-\-
~()..'(-t
a.UtX
eNU'\\?
w~()...\-
1Ai~
of
HA
"
"'-o-R~~wo.~-\-I.u...
I 1\
~
o~ o-.da..-r~o..\-\o'fl
boo I<- - -\\,.. "" '? --IW- H.<>60 Y1 "'-<.
'o.o'l\~lo.b\,L to ~-\~ ,,",0 \on~ \i'\ ~
W, c\U~?
'/tV... ~ (
~ ( .w.....
l-\L
be
0 ~
wks
I
o:
'-it-\-\L
a-.t
Y'LAC\i
fl3
~
5\0.'(
"'-n4-
5lA.rv\V~
'er ;"I"
of.
4-\,rH
">
t.-u... d \ c\ V\" -\- ~'(\O V\I ~tt ,{ 'BY \ 01.~ S<A.Y V \ V e.d ~J..
-\1'f7-t 'oOD.-- "'(\ow \ V\G\Vt..--to "(.e.v..d 0.. W,,",O\fL
bu..cu.,t. ~
ot ~
wd.
~0
UlnY\Lt.+-
~+ \-\;~~~\--,\.Oni~ 4-~
V{\C\
~%.
-\-0
a.'o\L
\f'l(!h
~L
~
,(~CAl\ ~
c~
Misconceptions
One.- -sIM(kt\
+vu-too~
N\\~c.onc..~ho'(") CAll.b
~tV\Io d~5"-thi";) i":>
\V'"\
\.VC\.~
aJe.,hA.~
2.
vht..~V\iV\~
\\ '/
Teacher comments
\j 0 c..~ - n()\
ot- ~
do
V"I'
t-
e..,nhr(..
from
6V.)((.;
~VIlXl
,+
UA().YlO ~
SWn.f.
.J
IN u..:.\t.. 'S.
nO-.d
o...bo\)...~ VV\.(..a.Y\\fI ~ of
\'
m Q...Voo
5\A..c..~tl.tl.d
6--\-
V\ .u:t"
0 (""
$ornJL:-\"hiY1~.
Figure 8.3 IRetelling and discussion notes (adapted from Y. Goodman, Watson, Et Burke, 7987, Wilde, 2000;
and Board. 1 76); from Reading Process: Brief Edition of Reading Process and Practice, 3,d ed., Heinemann,
2009;
2009 by Constance Weaver; may be reproduced for use.
on.JL.. "
19
M ljfA n l$nder!
RATER
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 ~
f()'~51..~
!hro~f
s~~c(
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~
~L\ ~
\(\Ioyd
o..Y\d OLc(..lk1V\.A.- -h--\A.<';)tv-",,+u:l, e.-hd\y'\~
o..nd
If
\}:>,*, \\ riJ'v\",\uvu
1/
lAnd
m.ov'~~
on
\;0 ~
(\.t...'x~
p0l'h'6Y\.
H-L
0,.\'-'0 V~plta..ts
at
o-nd enn"e..c...-tos.
'(/LV-.din
~ \\0 Ij\)\ f\
CJ)n\
-\-0
h, h. ~h\c..
s\m~\a.y\tYI
wi+lt\
We.
U~S
(lhon"~s
~t-
O-..S
~e.e.d~d U)~
tv\.um\\'\~. ':"~
alo~D b>..i~~
VV\\:c~
\t\\~~\y ~\mtlt)..'f
no-veL.
\b
Sb"1 ~l\'f
10
mt.O-Vlil"
t I
c;o7
a..~c.tf-!-,,-bIL (Ana
po..yti
of -Hu.....,~oy-dl,1u...
ILl'!
YY11'1'~
r
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.
20
NOTES
10M
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
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
~'f
most
f-t
-\--IAL -rhon\CS
~v...o~
~+h:V\t
l,J\JoY'ds
Con~",;1
\y\~
'0\,1\-\ m~~
w~ wi-HA..
\'O-S50. Lvoc.c...'o) .
c..t>nA-o:-t- ot -I-kL
INSTRUC~ONAL PLAN
eo..,le.-b hCl.~ 0.. 5Y'{.Q.t
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\ns-\-v\A.d:\\On
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, ?i""J\1I...
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or
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