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CLOSE AND CRITICAL READING

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CLOSE AND CRITICAL READING Comprehension is not enough, critical analysis is essential to determine the truth and value of the message. * The rattlesnake was the ... – PowerPoint PPT presentation

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Title: CLOSE AND CRITICAL READING


1
CLOSE AND CRITICAL READING
  • Comprehension is not enough, critical analysis is
    essential to determine the truth and value of the
    message.

2
What you will learn in this module
  • The Definition of Close and Critical Reading
    (Differentiating from Reading Comprehension)
  • The Benefits of Close Critical Reading
  • The Four Questions of Close Critical Reading
  • Scaffolded Lessons to Develop
  • Rubric to Assess

3
Cobwebs to Crosshairs
http//media.photobucket.com/image/cobwebs/gemma_m
argo/cobwebs1.jpg
http//www.themcdonalds.net/themcdo/richard/image
s/1/18/CastleFarCrosshair.jpg
4
Cobwebs to Crosshairs
  • Write a short response answering, What does this
    article mean?
  • Put aside your response and proceed by answering
    the next four questions.

http//www.hip2b2.com/images/uploaded_images/12147
Cobwebs.jpg
5
Four Essential Questions In Close Critical
Reading
  • What does it say?
  • How does it say it?
  • What does it mean?
  • So what? Whats the connection to me?

http//4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/
AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png
6
Question OneWhat does the text say? Restatement
  • Reading what a text says is concerned with basic
    comprehension, with simply following the thought
    of a discussion. The focus is on understanding
    each sentence, sentence by sentence, and on
    following the thought from sentence to sentence
    and paragraph to paragraph. There is no attempt
    to assess the nature of the discussion and no
    concern for an overall motive or intent.
  • Restatement generally takes the form of a
    summary, paraphrase, or précis.
  • Restatements should avoid the same language as
    much as possible to avoid plagiarism and to show
    understanding. Reading what a text says is common
    under a variety of circumstances

http//www.iit.edu/millst/tour/first/retells.gif
7
Critical Reading (Question One)Suggested Answers
for Cobwebs to Crosshairs
  • In the space provided below, answer the
    following questions about the article, Cobwebs
    to Crosshairs.
  • What does the text say? (Briefly summarize
    the story at the literal level.)
  • The text states that imbedded in the lenses
    of many telescopes are two strands of spider
    silk. The two strands of spider silk are the
    crosshairs. Crosshairs were once made of
    platinum wires. Spider silk was adopted due to
    economical considerations and resilience. In the
    near future, copper wire will replace spider
    silk, as it is cheaper, though thicker.
  • CE1.1.1-4, 1.1.7, 1.2.1, 2.1.1, 2.1.5,
    2.1.7, 2.2.2, 2.3.3, 4.1.5

8
Question TwoHow does the text say it?
Describing What a Text Does Description
  • This second level of reading is to
    recognize the structure and function of the
    discussion. The text is examined to determine
    what a text does to convey ideas. The text is
    analyzed for structure, organization, genre,
    purpose and perspective. The following talks
    about the what of the text
  • What topics are discussed?
  • what examples and evidence are used?
  • what conclusions are reached?
  • what is the purpose
  • what is the perspective?
  • What is the genre?
  • What is the tone?
  • How does the author refer to spider silk?
  • What was the authors purpose?
  • What does this author believe and how do you
    know?
  • Whose perspective is left out of this article?

http//enrico.blogs.com/.a/6a00d83451af4b69e201156
f7e1fc7970c-800wi
9
Critical Reading (Question Two) Suggested
Answers for Cobwebs to Crosshairs
  • In the space provided below, answer the
    following questions about the article, Cobwebs
    to Crosshairs.
  • How does it say it? In other words, how does
    the author develop the text to convey his/her
    purpose? (What are the genre, format,
    organization, point of view, devices, features,
    etc.?) The purpose of this text is to persuade,
    although it is written as informational text. The
    use of humor in the introduction sets up a
    tongue-in-cheek tone to describe the evolution of
    materials used for crosshairs. At the first read
    of the text it appears to be a simple timeline of
    the various materials used for crosshairs in
    telescopes. A closer read reveals a purpose to
    expose the compromise of quality for cost. The
    strategy of humor is used when referring to
    spider silk as cobwebs and when it is declared
    that spider silk is spinning out of existence.
    The author uses comparisons of the properties of
    the materials, time periods in use, and
    measurement in centimeters to expose the benefits
    of spider silk. Relating the benefit of spider
    silks replacement, copper, the author uses a
    quote from a telescope maker who claims,
    although the copper is thicker, it is less
    costly than spider silk. The author has left out
    the perspective of the telescope user to avoid
    obvious bias. Through the use of humor, and by
    just laying out the facts, the author has left
    the reader a straight line to the obvious
    motivation for the new material for crosshairs in
    telescopes.
  • CE1.1.1-4, 1.1.7, 1.2.1, 1.2.2, 2.1.1, 2.1.2,
    2.1.4, 2.1.7, 2.2.1-2.2.3, 2.3.3, 3.1.8, 3.4.1,
    4.1.5

10
Question Three Analyzing What a Text Means
Interpretation
  • This final level of reading infers an overall
    meaning of the text. Features are examined that
    run throughout the text to see how the discussion
    shapes perceptions of reality. Meaning is derived
    from the examination of what the text says, how
    content and language shape the portrayal of the
    topic, and how relationships between those
    patterns convey underlying meaning. When
    reading expository text that presents an
    argument, the following questions should be used
    for critical reading. Evaluating an argument
    means testing the logic of a text as well as its
    credibility and emotional impact. All writers
    make assertions that they want you to accent as
    true.

http//doctormarlen.files.wordpress.com/2007/02/me
aning-of-life-cartoon.jpg
11
Critical Reading (Question Three)Suggested
Answers for Cobwebs to Crosshairs
  • In the space provided below, answer the
    following questions about the article, Cobwebs
    to Crosshairs.
  • What does the text mean? (What
    message/theme/concept is the author trying to get
    across?)
  • Theme statement
  • Humanitys striving for progress has
    unintended consequences it spins out of
    existence valuable existing items. Or, Newer is
    not necessarily better. The author, Carol Ann
    Moorehead, creates a powerful message and image
    of the passing of a unique creation due to
    modernization economy trumps accuracy.
  • CE1.1.1-4, 1.1.7, 1.2.1, 2.1.1, 2.1.2,
    2.1.4, 2.2.2, 2.3.3, 3.1.8, 3.4.1, 4.1.5

12
Question Four So What? Making Connections to
Me and My WorldRelevancy
  •  
  • What does this mean to me and my world? What
    should/could I do to act upon this?
  • How does it affect my life? What significance
    does it have for my life or the lives of others?

www.connectionsforlife.net/
13
Critical Reading (Question Four)Suggested
Answers for Cobwebs to Crosshairs
  • In the space provided below, answer the
    following questions about the article, Cobwebs
    to Crosshairs.
  • So what? (What does the message/theme/concep
    t mean in your life and/or in the lives of
    others? Why is it worth sharing/telling? What
    significance does it have to your life and/or to
    the lives of others?)
  • Answers will be personal and will vary but
    might include some of the following
  • I am reminded of other things that spin out
    of existence that are not necessarily better.
    For example, when I was a child we ate dinner
    together every night at 530 at the dining room
    table. It was the norm for families to eat
    dinner together. Then McDonalds and TV Dinners
    were created. Families began to eat in front of
    the television or on the run. Consequently,
    families began to lose time together. On the
    surface progress appears wonderful, but I am left
    to wonder about the cost.
  • CE1.1.1-4, 1.1.7, 1.2.1-3, 2.1.1, 2.1.7, 2.2.2,
    2.3.3, 2.3.5-6, 4.1.5

14
What is Close and Critical Reading?
  • Close and critical reading is the ability to
    comprehend information, analyze how it is
    presented, determine the purpose and perspective
    of the author, establish what it means, and apply
    it to your life.

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AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png
15
Made to Break Technology and Obsolescence in
America.
  • MODEL
  • To, With and By for a Close and Reading Sequence

16
Closing the Innovation Gap Reigniting
the spark of creativity in a global economy
  • By Judy Estrin October/November 2008
  • 1st Paragraph
  • Short-term thinking and fear of risk are
    jeopardizing Americas future, says the author of
    an important new book that offers solutions to
    revive national prosperity in the global economy

17
What does the text Say? Briefly summarize the
story at the literal level
The book review states that if
you have replaced a piece of electrical equipment
lately, it is probable that the old one still
works and the new one will not last as long as
the old one. The review goes on to state that
planned obsolescence is a uniquely American
business model. The author of the review states
that Made to Break by Giles Slade follows the
history of obsolescence and technology in America
and also follows the inventions of branding,
packaging, and advertising. The author notes
that history reserves a privileged place for a
society that builds lasting objects. He ends his
review by noting that America has a culture of
consumption.

http//www.storyscope.org/images/3bearweb.gif
18
How does it say it? In other words, how does the
author develop the text to convey his/her
purpose? (What are the genre, format,
organization, point of view, devices, features,
etc.?)
  • The reviewer uses persuasion to promote the book,
    Made to Break Technology and Obsolescence in
    America. The reviewer begins by giving examples
    relevant to the readers life. It is like the
    mall map that shows you where you are in the
    mall. The word eye-opening creates curiosity
    about what will be revealed. A voice shift in
    the second paragraph provides a summary of the
    content of the book beginning with the theme of
    obsolescence. Through the authors words the
    reviewer reveals what we will learn about
    Americas beliefs and nontraditional practices
    that put in motion the system of obsolescence and
    the potential consequences for our lives. The
    reviewer in the final paragraph ends with an
    historical context and a rhetorical question that
    will supposedly be informed by the reading of the
    book.

19
What does the text mean? (What message/theme/conce
pt is the author trying to get across?)
  • Theme Both perceived obsolescence and planned
    obsolescence create the illusion of progress.
    The authors warning message is that a society
    addicted to consumption literally participates in
    its own demise.

http//www.psfk.com/2008/08/planned-obsolescence-b
ecoming-obsolete.html
20
Themes Cross Texts
http//www.geekculture.com/joyoftech/joyimages/958
.gif
21
Apple Beats Microsoft on Greenpeace
Environmental Index
http//valleywag.gawker.com/5021219/apple-beats-mi
crosoft-on-greenpeace-environmental-index
22
So what? (What does the message/theme/concept
mean in your life and/or in the lives of others?
Why is it worth sharing/telling? What
significance does it have to your life and/or to
the lives of others?)
  • Answers will be personal and will vary
  • I am struck by the concept that we are an
    addicted society we are addicted to consuming
    items that are made to break. I lived in a house
    of addiction alcohol was my fathers drug of
    choice. I witnessed him shortening his life
    every day. He was in denial and I think our
    country is in denial. After 9/11 we were told to
    shop and support America. Denial can be
    reversed, but only with reflection and an honest
    appraisal of what appears in the mirror.

http//www.iactuate.com/uploaded_images/self_refle
ction_041408-786894.jpg
23
MISD ELA Unit Assessment Close and Critical
Reading for One Text
Questions 3 (meets assignment) 2 (partially meets) 1 (minimally meets) score
What does the text say? (Briefly summarize the story.) Answer is accurate, significant, and relevant with many details and examples. Details support point. Word choice and conventions support meaning. Answer is accurate, significant, and relevant but has few details to support or explain the answer. Attempts at organization are partially successful. Word choice and errors in conventions do not distract from meaning. Answer is inaccurate or a misinterpretation with little or no relevance to text or question. Ideas and content are not developed with details or appear random. Word choice and errors in conventions may distract from meaning.   Text 1 __/3
How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) Answer is relevant with many details and examples. Details support point. Word choice and conventions support meaning. Answer is relevant but has few details to support or explain the answer. Attempts at organization are Answer is accurate, significant, and relevant with many details and examples. Details support point. Word choice and conventions support meaning. partially successful. Word choice and errors in conventions do not distract from meaning. Answer contains misinterpretation and has little or no relevance to text, question, or genre. Ideas and content are developed with few or no details. Word choice and errors in conventions may distract from meaning.   Text 1 __/3
What does the text mean? (What theme/concept is the author trying to get across?) Answer is relevant with many details and examples. Details support point. Word choice and conventions support meaning. Answer is relevant but has few details to support or explain the answer. Attempts at organization are partially successful. Word choice and errors in conventions do not distract from meaning. Answer contains misinterpretation and little or no relevance to text or question or is a retelling or summary. Ideas are not developed with details. Word choice and errors in conventions may distract from meaning. Text 1 __/3
So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?) Answer is relevant and/or insightful with many details and examples. Details support point. Word choice and conventions support meaning. Answer is relevant but has few details to support or explain the answer. Attempts at organization are partially successful. Word choice and errors in conventions do not distract from meaning. Answer contains misinterpretation and has little or no relevance to text or question. Answer appears random or inappropriate. Ideas and content are not developed with details. Word choice and errors in conventions may distract from meaning. Text 1 __/3 Total ___/12
24
So,
  • Exploration, Discovery and Practice
  • Practice close and critical reading
  • Love to You Landfill
  • Or
  • The Story of Stuff

25
The Story of Stuff
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sg__SSEKDesoROgxWS7723DH4injzRIh871w1479sz
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3D226hl3Den
26
Love to You Landfill
  • There's the shimmer of asbestos in the airThe
    glow of rusting metal causing me to stareWhen I
    pass it by it brings tears to my eyesThe beauty
    of the world being piled sky highThey say one
    man's trash is another man's treasureBut this is
    one gift we'll get to keep foreverIt's not going
    awayOur legacy is here to stayOur kids will
    glow with pride and radiation yeahAnd
    darlingOh landfillI hope you reach the skyAnd
    you'll be around even after we die

27
Share finding from web search
Problems or successes
Reflection and Share
28
What you will do to demonstrate your learning
  • Create a lesson developing close and critical
    reading including the development using
    highlighted reading, think alouds, talking to the
    text, and marginalia
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