Critical Stance is… Reading like a Writer Questioning the Author’s Decisions Comparing/Contrasting (within the text) Evaluating information Strategies for teaching: Skills to be taught: o Connect reading and writing -Examine author’s craft o Use reflection journals -Impact of literary elements o Model “think alouds” -Effect of author’s word choice, author’s purpose, o Use graphic organizers author’s decisions o Daily analogies -Compare and contrast within the text o QAR’s (Question, Answer, Response) -Evaluate information and o Questioning the Author ideas o Literature circles Questions to reinforce this skill: How was ___different from ___? What was an important part of…? What did two characters have in common? Which statement would the author most likely agree with? What is the most likely reason why…? What is the most important way that ___was similar to ___? Do you agree with the author’s opinion of this event? Does the author use (irony, personification, humor) effectively? Explain. What could be added to improve the author’s argument? Why? Is this information needed? What other information would you need to find out that you don’t know now? Reading Response Journal Prompts For: Critical Stance- “Sitting on the author’s shoulder…” How does the author describe things in this book so that you can see them? Why do you think the author wrote this book? How do you feel about the author’s writing style? What would you change? What do you think the author’s message is- what do you think the author wanted you to learn, or feel, or take away with you? How did the author capture your interest (any hooks in the story)? Write any questions that you would like to ask the author or one of the characters if you could interview him or her. How would you change the story if you could suddenly be in the book as a character yourself? Rewrite this selection with ____as a setting or ___as a character. Critical Stance Conferencing Grades 2-4 Student Why begin Does the ___is a Why is What is Which This Why did the ending seem symbol of ___included in the details help information the author Names selection believable? what? the selection? impact me is needed? choose with___? Why or why of the understand Explain why. this title? not? author’s the author’s word point of choice? view? Critical Stance Conferencing Grades 3-5 Student Names What impact Why does Why does What Techniques In what How does the does the the author the author are author uses for way could author make author’s use use compare some effect?(dramatic the author sure the of flashbacks? ___to___? elements beginning, make selection foreshadowing of the short, quick ___more entertains, have on the author’s sentences, long believable? informs, selection? style? sentences, persuades, Why are repetition) etc.? the elements used? Open-Ended Critical Stance Questions for: A Tale of Tails By: Charles Fergus Name_________________ Pre-Reading Questions 1. Why does the author compare animals to humans? 2. Why did the author choose this title? 3. What other information would you like to find out that you don’t know now? During Reading Questions 4. Which statement is the main idea of paragraph one? 5. Why does the author have some text in large, bolded font? 6. Why does the author use a dash after the word “too” in the last paragraph? After Reading Questions 7. Compare and contrast a red fox’s tail with a beaver’s tail. 8. What is the most likely reason the author includes descriptions of the animal tails in this selection? 9. What are some things the author does to make sure this selection informs? 10. What does the author believe is an important reason for quills on a porcupine’s tail? 11. What are some details the author uses to help you visualize the images in the selection? 12. How useful would this selection be for a hunter? Why? Activities -Write- What kind of research would a person have to do to write this article? -Compare/Contrast on a Double Bubble Map of Flip book two animals and how they use their tales. Open-Ended Critical Stance Questions for: Mrs. Dooley’s Dog Dilemma By: June Swanson Name______________________ Pre-Reading Questions 1. Why did the author choose this title? 2. What do you think the author thinks about dogs? During Reading Questions 3. What technique does the author use to make her selection colorful? (precise details, short sentences, figurative language) Give examples. 4. The way that Mrs. Dooley is described suggests that she is… Explain your answer. 5. The way that Mrs. Dooley is described suggests that she is… Explain your answer. 6. Is the information about the neighbors’ pets needed? Explain why. 7. What is the main idea of paragraph two? After Reading Questions 8. What is the message of this ironic selection? 9. What is Mrs. Dooley’s attitude toward the number of her pets? 10. What is the most likely reason that the neighbor’s pets are included in the selection? 11. Compare and contrast Mrs. Dooley with Mr. Simpson. 12. Does the author exaggerate in this selection? Explain your answer. Activities -Give two examples of good descriptions from the story. Illustrate the descriptions. -Make a flip book that gives examples of humor the author uses in the story. Open-Ended Critical Stance Questions for: Kids Can! By: Patricia Bridgman Name____________________ Pre Reading: 1. By previewing the pictures, what do you think the children in this selection able to accomplish? 2. What is the most likely reason why these were constructed? 3. What do you think is the author’s attitude toward kids? 4. What is the impact of the author’s choice of words for the title of the selection? During Reading: 5. What are some things that the author does to make sure that this selection informs? 6. What are some details the author uses to help you visualize the images in the selection? 7. What technique does the author use to make the selection colorful? 8. Look for these text features: italics, quotes, dash, bold print, etc. Why does the author use these text features. What are the different reasons? After Reading: 9. How useful would this selection be for other students to read? Why? 10. What other information would you need to find out that you don’t know now if you were planning a “canstruction” project? Why? Activities: 1. If you plan to write a selection similar to this one about a charity project, what steps would you need to take? Write/ describe /illustrate the four steps. 2. Create a chart to help you identify/describe the reason for text features used in the reading selection. Ex: Text Feature Example from selection Reason author used it Italics Elevations Important term Italics Any Expression/Emphasis All Caps BOOSH Expression/Emphasis Quotes “It turned into a long Tell exactly what someone day” said Quotes “Creative Fun” An expression Dash - a birds eye view Definition Open-Ended Critical Stance Questions for: “Jared to the Rescue” By: Carole Duncan Buckman Pre- Reading What does the word “Rescue” mean? How does the author use the title to help the reader predict what the reading selection will be about? How do the pictures and captions help you make predictions? What predictions would you make about this story? During Reading How does the author let you know how Jared and Jessica feel about each other? Give specific examples form the text. What is the author trying to show you when she says “Jared’s Face turned red?” What else could the author have said? Was Jared gentle or rough with the kittens? How does the author show you this? Give specific examples from the text. How does the author let you know Jared is feeling confident at the end of the story? After Reading Do you think the author did a good job of telling this story? What parts did you like best? What parts might you have written differently? Activity: Make a chart or flip book that lists these character traits: Happy, Angry, Embarrassed, Gentle, Excited, etc. List specific examples from the text where the author shows the characters showing these character traits. Ex: Character Traits Character Ex. From Text Embarrassed Jared “Jared’s face turned red” Gentle Jared “He sprinkled the treats on the ground” Open-Ended Critical Stance Questions for: “A Tool Making Crow” By: Jack Myers Ph. D. Critical Stance Pre- Reading What clues does the author give you glancing at this reading selection to help you make predictions? What predictions would you make about this reading selection? How does the author make the text easier to read? During Reading In the section “Playful Birds,” do you think the author chose a good sub-title? Give specific examples from the text. In the section “Could She Do it Again?” Do you think the author chose a good sub-title? Give specific examples from the text. Why does the author use a dash in the next to the last paragraph? Why does the author write the word “toolmaking” in quotation marks? After Reading What kind of research do you think the author had to do to write this reading selection? What are some words you think the author might use to describe crows? Activity: On a double-bubble map, or compare/contrast flip chart, compare the tool making skills of a human to a crow. Open-Ended Critical Stance Questions for: “Pumpkin in a Jar” an international folktale Pre- Reading Questions In this story, the characters drink out of an “old, crude jar”- what do you think the author wants you to picture in your mind? During Reading Questions p. 1 Why does the author write “Philippines” in parentheses? p. 2 How does the author let the reader know the maiden is embarrassed to give the king a drink of water? p. 2 Which character seems most worried about what the drinking gourd looks like? p. 2 Which character does the author let you know the thoughts of? Give an example from the text. p. 3 Why do you think the author doesn’t tell you how the maiden put the pumpkin in the jar yet? After Reading Questions Why do you think the author chose “Pumpkin in a Jar” as the title for this story? How does the author let you know what the word virtuous means? Why do you think the author wrote this story? What kind of research or experiences might this author had to have had to write this story? Activities - Act out story in Reader’s Theatre - Compare and contrast the story to the reader’s theater version on a double-bubble map or a compare and contrast flip book.
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