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READING CRITICALLY Use It or Lose It Unit 1 Reading to Understand Myself.

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Presentation on theme: "READING CRITICALLY Use It or Lose It Unit 1 Reading to Understand Myself."— Presentation transcript:

1 READING CRITICALLY Use It or Lose It Unit 1 Reading to Understand Myself

2 Good Readers Preview the text Make PREDICTIONS Make CONNECTIONS QUESTION the text Make INFERENCES VISUALIZE Use CONTEXT CLUES to determine meanings of unfamiliar words Critical Readers Annotate Text Draw Conclusions Summarize Determine Author’s Viewpoint Record Relevant Information Use details for evidence to support the claim Discuss Collaboratively Use CONTEXT CLUES to determine meanings of unfamiliar words

3 I Can Annotate Text This means I Can: Identify whether the text is fiction or nonfiction. Choose a text structure that suits fiction or nonfiction. Mark the text using one of the following structures: – FICTION Key phrases w/ thoughts in margin: INFERENCES Connections, predictions, questions, 5 elements of plot Hillock’s Levels of Reader Response: RELATIONSHIPS VOCABULARY – NONFICTION 5W’s: Who? What? When? Where? Why? & So what? Key phrases w/ thoughts in margin Hillock’s Levels of Reader Response: RELATIONSHIPS VOCABULARY Many other possibilities

4 I Can Record Relevant Information This means I Can: Identify the purpose for reading. Find main ideas and details or theme based on the purpose and/or text structure. Choose the text details that support the purpose. – Be clear in your writing. – Be organized. – Be concise (but be sure to be specific, pronouns are sometimes vague).

5 I Can Draw Conclusions This means I Can: Combine what I already know (MY SCHEMA) with new information from the text. + Make INFERENCES about that information. = Combine information and inferences from across the text to draw a conclusion about: character, plot, setting, theme…

6 I Can Summarize This means I Can: Briefly retell of something without bias Ask yourself, “What is this part of the passage about?” It is important to summarize the main ideas and important details of the passage without adding your opinions, judgments, or reactions. Why? Because your own opinions can get In the way of really understanding a passage. FICTIONNONFICTION When?Who? Where?What? Who?When? wanted what? Where? But?Why? So?So What? Because?

7 I Can Determine the Author’s Viewpoint This means I Can: 1.Summarize to ensure understanding TOPIC & PROBLEM 2.Examine word choice for evidence of author’s EMOTION 3.AUTHOR’S VIEWPOINT statement = purpose + genre + title + author + topic + emotion + problem

8 I Can Choose Details for Evidence to Support the Claim. This means I Can: Make a CLAIM – This is your answer, opinion, or thesis; make sure to reflect the question to ensure you answer all parts of the question/prompt Provide EVIDENCE – Quote details that are relevant information to support the claim -OR- paraphrase the details that supports the claim. Provide WARRANTS – Explain how the details prove the claim. Paraphrase the meaning/significance of the evidence Explain HOW the evidence supports the claim (use the key words from the claim) Use TRANSITIONS – to introduce and show connections between the evidence and the warrants that support the claim CEWEW

9 I Can Use Context Clues This means I Can: Use the types of Context Clues to determine meaning of unknown words: – Definition, Antonym (or contrast), Synonym (or restatement), Inference – Look for these clues in the sentence AND/OR in the sentences surrounding the word TIPS: – Try to figure out the part of speech – Ask if the word has a positive or negative connotation – Try replacing the unfamiliar word with a prediction word to see if it fits or makes sense – Try looking for a prefix, suffix, or root of the unfamiliar word

10 I Can Engage in Collaborative Discussions This means I Can: Come to discussions prepared to discuss the topic using details from the text. Express my own ideas clearly. Ask questions to gather more information. Listen to and build on others ideas.

11 Critical Readers QUESTION THE TEXT Author and You Level 7: How the text is written or structured to make a certain effect. Level 6: Theme or Central Idea Think and Search Level 5: Complex Inferred Relationships Level 4: Simple Inferred Relationships Right There Level 3: Stated Relationships Level 2: Key Details Level 1: Facts

12 Critical Readers determine the AUTHOR’S PURPOSE Persuade – PERSUASIVE Inform – EXPOSITORY Entertain – NARRATIVE

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