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.

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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

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Cobwebs to Crosshairs
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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.

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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?

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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

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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

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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?

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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

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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.

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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

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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?

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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

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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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Made to Break Technology and Obsolescence in
America.

• MODEL
• To, With and By for a Close and Reading Sequence

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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

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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.

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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.

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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.

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Themes Cross Texts
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Apple Beats Microsoft on Greenpeace
Environmental Index
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crosoft-on-greenpeace-environmental-index
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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.

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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
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So,

• Exploration, Discovery and Practice
• Practice close and critical reading
• Love to You Landfill
• Or
• The Story of Stuff

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The Story of Stuff
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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

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Share finding from web search
Problems or successes
Reflection and Share
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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