Critical thinking and reading literature

The Art of Interpretation

JavaScript seems to be disabled in your browser. You must have JavaScript enabled in your browser to utilize the functionality of this website. Each of the 25 anthologies has a central essential question to guide reading, writing, and discussion. Each unit within an anthology focuses on a critical thinking skill. Through a cluster of related readings, students learn to. As students read the high-interest selections, discussion guides assist teachers in engaging students in sharing ideas and evidence with the whole class, a small group, or in peer conversations.

Students develop communication and literacy skills as they collaborate to uncover meaning, gain new perspectives, and respond through discussion, writing, and a range of media. A teacher's critical literacy read-aloud This section outlines steps in planning and implementing read alouds with critical literacy literature, using Danielle's description of an actual read-aloud she planned around a children's book, The Other Side.

Select a book The book I chose was The Other Side, by Jacqueline Woodson, a story about two young girls, one Black and one White, who are living through an era of high racial tension. Preview the book After deciding to use The Other Side , I preread the book, looking for spots where I could bring out critical points inside the story and where I might be able to spark children's conversation about the racial divides symbolized by the fence.

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Develop critical questions to use during the read-aloud and post them in the book During my prereading, I used sticky notes to mark the points I wanted to ask the children about during the read-aloud. Do a picture walk After the mini-lesson, we did a picture walk, beginning with the cover. Read the story, stopping to discuss the questions As we read through the story, I asked the questions on the sticky notes, and the children brought out connections to their own lives and to other texts.

In summary All primary teachers should share engaging, interesting, well-written children's literature with their classes. References References Click the "References" link above to hide these references. Simpson, A. Critical questions: Whose questions? The Reading Teacher 50 2 : References Chafel, J. Endnotes Endnotes Click the "Endnotes" link above to hide these endnotes. Endnotes Wendy B. Reprints For any reprint requests, please contact the author or publisher listed.

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Critical thinking - The University of Sydney

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