CLOSE AND CRITICAL READING Comprehension is not enough

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

What you will learn in this module: n n n 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

“Cobwebs to Crosshairs” http: //media. photobucket. com/image/cobwebs/gemma_margo/cobwebs 1. jpg http: //www. themcdonalds. net/~themcdo/richard/images/1/18/ Castle. Far. Crosshair. jpg

“Cobwebs to Crosshairs” n n Write a short response answering, “What does this article mean? Put aside your response and proceed by answering the next four questions. http: //www. hip 2 b 2. com/images/uploaded_images/12147 Cobwebs. jpg

Four Essential Questions In Close & Critical Reading n n What does it say? How does it say it? What does it mean? So what? What’s the connection to me? http: //4. bp. blogspot. com/_i-r 2 GCNVj. WA/SWe 7 r 5 bnm 9 I/AAAABDs/k. Jh 594 W 4 PU/S 1600 -R/deeply. png

Question One: What does the text say? Restatement n n n 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

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. CE 1. 1. 1 -4, 1. 1. 7, 1. 2. 1, 2. 1. 5, 2. 1. 7, 2. 2. 2, 2. 3. 3, 4. 1. 5

Question Two: How does the text say it? Describing What a Text Does: Description n n 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 author’s purpose? What does this author believe and how do you know? Whose perspective is left out of this article? http: //enrico. blogs. com/. a/6 a 00 d 83451 af 4 b 69 e 201156 f 7 e 1 fc 7970 c-800 wi

Critical Reading (Question Two) Suggested Answers for “Cobwebs to Crosshairs” n 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 silk’s 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. CE 1. 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

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/meaning-of-lifecartoon. jpg

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: Humanity’s 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. CE 1. 1. 1 -4, 1. 1. 7, 1. 2. 1, 2. 1. 2, 2. 1. 4, 2. 2. 2, 2. 3. 3, 3. 1. 8, 3. 4. 1, 4. 1. 5

Question Four: So What? Making Connections to Me and My World: Relevancy n n 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

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/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 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 5: 30 at the dining room table. It was the norm for families to eat dinner together. Then Mc. Donalds 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. CE 1. 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

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. http: //4. bp. blogspot. com/_i-r 2 GCNVj. WA/SWe 7 r 5 bnm 9 I/AAAABDs/k. Jh 594 W 4 PU/S 1600 -R/deeply. png

“Made to Break: Technology and Obsolescence in America. ” MODEL: To, With and By for a Close and Reading Sequence

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

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/3 bearweb. gif

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. ? ) n 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 reader’s 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 theme of obsolescence. Through the author’s words the reviewer reveals what we will learn about America’s 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.

What does the text mean? (What message/theme/concept is the author trying to get across? ) n Theme: Both perceived obsolescence and planned obsolescence create the illusion of progress. The author’s warning message is that a society addicted to consumption literally participates in its own demise. http: //www. psfk. com/2008/08/planned-obsolescence-becoming-obsolete. html

Themes Cross Texts http: //www. geekculture. com/joyoftech/joyimages/958. gif

Apple Beats Microsoft on Greenpeace Environmental Index http: //valleywag. gawker. com/5021219/apple-beats-microsoft-on-greenpeace-environmental-index

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? ) n n 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 father’s 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_reflection_041408 -786894. jpg

MISD ELA Unit Assessment: Close and Critical Reading for One Text score Questions 3 (meets assignment) 2 (partially meets) 1 (minimally meets) 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. 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. 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/conce pt mean in your life and/or in the lives of others? Why is it worth Answer is relevant and/or insightful with many details and examples. Details support point. Word choice and conventions support Answer is relevant but has few details to support or explain the answer. Attempts at organization are partially successful. Word choice and errors in 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. Text #1 __/3 Total Text #1 __/3

So, Exploration, Discovery and Practice close and critical reading: “Love to You Landfill” Or “The Story of Stuff”

The Story of Stuff http: //images. google. com/imgres? imgurl=http: //www. kabeet. com/images/logo/1215757556 cherry 01 logo 2008_2. jpg&imgrefurl=http: //betterfilipino. blogspot. com/2009/03/cherry-foodaramas-woefulcustomer. html&usg=__SSEKDeso. ROgx. WS 7723 DH 4 injz. RI=&h=871&w=1479&sz=51&hl=en&start=13&tbnid=7 j. VM 6 C 1 i. Lpeg. KM: &tbnh=88&t bnw=150&prev=/images%3 Fq%3 Ddisposable%2 Bstuff%26 gbv%3 D 2%26 hl%3 Den

Love to You Landfill n There's the shimmer of asbestos in the air The glow of rusting metal causing me to stare When I pass it by it brings tears to my eyes The beauty of the world being piled sky high They say one man's trash is another man's treasure But this is one gift we'll get to keep forever It's not going away Our legacy is here to stay Our kids will glow with pride and radiation yeah And darling Oh landfill I hope you reach the sky And you'll be around even after we die

Share finding from web search Problems or successes

What you will do to demonstrate your learning: n Create a lesson developing close and critical reading including the development using highlighted reading, think alouds, talking to the text, and marginalia