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HEATING UP CRITICAL READING SKILLS

HEATING UP CRITICAL READING SKILLS. Jamie Repesh Summer 2006

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HEATING UP CRITICAL READING SKILLS

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  1. HEATING UP CRITICAL READINGSKILLS • Jamie Repesh • Summer 2006 This module is designed for high school students working to pass the reading comprehension portion of the FCAT. This instruction may also be of interest to other high school level students that would like to strengthen their critical reading skills.

  2. HEATING UP CRITICAL READINGSKILLS Pre-Requisite Skills This module is designed for high school students working to pass the reading comprehension portion of the FCAT. This instruction may also be of interest to other high school level students that would like to strengthen their critical reading skills. As a high school student, you already have the required reading skills and basic reading comprehension skills necessary to successfully complete this module. Already, you are on your way to warming up your critical reading skills. Use the thermometer to gage your progress. Get ready to turn on the heat!

  3. HEATING UP CRITICAL READINGSKILLS Introduction Welcome to Heating Up Critical Reading Skills. Ever wonder what someone was talking about, why they were talking about it and what else did they mean by it In this module, you’ll be learning how to determine what “it” is about , decide why “it” was written and how to read between the lines. What is “it?” “It” can be anything from a casual conversation, a Sunday comic strip, a news article or a passage. After completing this module you will be able to identify the main idea, the author’s purpose and inferences from a given passage. Before you begin to heat up your skills, take the pre-test. It will help you identify which skills need more focus as you proceed through the instructional module. The module is divided into three critical reading sections. There will be an introduction of each skill, an example and three practice passages. When you have finished the module a post-test will help you measure your progress. Let’s begin!

  4. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea The main idea is the most important thing the paragraph says about the topic. The topic is what a paragraph is about and the supporting details provide more information about the main idea. Suppose you walked past a group of people talking about you and the very unusual hairstyle you have. You are the topic. The main idea is what about you they are talking about. In this instance it’s your unusual hair. The supporting details would probably comment on the color, length, height, size or style of your hair. The main idea of a passage can be easily identified by these simple steps. • Read the title. Most main ideas are stated in the title of the passage. • Read the Passage. • Locate the topic. Who or what is the article talking about • Locate the supporting details • Determine the main idea. What do the details say about the topic?

  5. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea Review the example below. Remember the steps when looking for the main idea. 1. Read the title. Does the title state the main idea? 2. Read the Passage. 3. Locate the topic. Circle the topic. Who or what is the article talking about? 4. Locate the supporting details. Underline the supporting details. What gives more information about the topic? 5. Determine the main idea. What do the details say about the topic? More Teen Girls Having WrecksOver the last decade, American insurance companies have reported a 9 percent increase in the number of 16-year-old female drivers involved in crashes. With those changing numbers come changing costs for insurance. The nation’s largest insurer still charges high rates to insure teenage boys who drive. But the cost to insure teenage girls is going up, too From the above passage, we can determine that the topic of the passage is teenage girls. What about them? From the supporting details underlined above, we can determine that they are involved in wrecks, having wrecks and the number of wrecks are increasing. From this information about the topic, we can determine a main idea. Teenage girls are having more wrecks. HEY!! That’s also close to the title! Let’s add a little more heat with some practice

  6. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea Let’s practice identifying the main idea. Read the extract and answer the questions below. Remember to use the steps when determining the main idea. Feel free to write, circle and underline directly on this paper. PRACTICE 1: Alligators are dangerous animals! They are cute when they are small, and some people have tried to make them pets. As they grow older, the alligators grow very sharp teeth and gain lots of strength. They are not friendly animals and do not enjoy human company. It is uncommon, but alligators will attack humans. If you see an alligator, by all means, stay away from this dangerous animal! 1. What is the topic of the story? Choose the best answer below. A. Alligators B. Cute Pets C. Dangerous Animals D. Humans 2. List three supporting details: • ___________________________ • ___________________________ • ___________________________ 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Alligators are not friendly B. Alligators are cute when they are small. C. Alligators are strong D. Alligators are dangerous animals. (SEE END OF SECTION ONE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  7. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea Let’s practice identifying the main idea. Read the extract and answer the questions below. Remember to use the steps when determining the main idea. Feel free to write, circle and underline directly on this paper. PRACTICE 2: Spun into thread, ground into currency, crushed into vegetable oil, cotton tests the human imagination. As uses multiply, demand keeps growing for the plant that can be tough as rope and sheer as fine muslin—or as useful as a terry cloth towel. 1. What is the topic of the story? Choose the best answer below. A.Thread B. Cotton C. Currency D. Human imagination 2. List three supporting details: • ___________________________ • ___________________________ • ___________________________ 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Cotton is used to make currency    B. Cotton has many uses C. Cotton can be rough or soft D. Currency and vegetable oil are made from cotton (SEE END OF SECTION ONE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  8. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea Let’s practice identifying the main idea. Read the extract and answer the questions below. Remember to use the steps when determining the main idea. Feel free to write, circle and underline directly on this paper. PRACTICE 3: Cell Phones In Schools In the early ‘90s many schools banned cell phones and beepers. However, since the September attacks this policy is being revisited. Not only do teens want the ban lifted but parents as well. “What I’m hearing from parents is that they need their students to have these phones for a feeling of security,” said Montgomery County, Maryland, school board president Nancy J. King. However, some still believe the phones are a ‘distraction’ and should not be permitted in schools. 1. What is the topic of the story? Choose the best answer below. A.Security B. School policies C. Cell phones D. Banned Items 2. List three supporting details: • ___________________________ • ___________________________ • ___________________________ 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Cell phones should remain banned at school    B. Cell phones should be allowed in school C. Revisiting the policy of banned cell phones D. Students and parents want cell phones allowed in school (SEE END OF SECTION ONE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  9. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 1: Alligators are dangerous animals! They are cute when they are small, and some people have tried to make them pets. As they grow older, the alligators grow very sharp teeth and gain lots of strength. They are not friendly animals and do not enjoy human company. It is uncommon, but alligators will attack humans. If you see an alligator, by all means, stay away from this dangerous animal! 1. What is the topic of the story? Choose the best answer below. *A. Alligators Correct. Alligators is what the passage is about. B. Cute Pets This is not in the passage. C. Dangerous Animals This is a supporting detail. D. Humans This is a not what the article is about. 2. List three supporting details: The supporting details provide more information about the topic. Correct answers, see underlined supporting details in above passage. 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Alligators are not friendly, Supporting Detail B. Alligators are cute when they are small. Supporting Detail C. Alligators are strong Supporting Detail *D. Alligators are dangerous animals. Correct. This is what the passage is saying about alligators.

  10. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 2: Spun into thread, ground into currency, crushed into vegetable oil, cotton tests the human imagination. As uses multiply, demand keeps growing for the plant that can be tough as rope and sheer as fine muslin—or as useful as a terry cloth towel. 1. What is the topic of the story? Choose the best answer below. A. Thread  Describes a type of cotton *B. CottonCorrect. Cotton is what the passage is about C. Currency Describes a type of cotton D. Human imagination Is a completely different subject 2. List three supporting details: The supporting details provide more information about the topic. Correct answers, see underlined supporting details in above passage. 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Cotton is used to make currency Supporting Detail    *B. Cotton has many uses Correct. This is what the passage is saying about cotton. C. Cotton can be rough or soft Supporting Detail D. Currency and vegetable oil are made from cotton Supporting Detail

  11. HEATING UP CRITICAL READINGSKILLS Section One: Main Idea FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 3: Cell Phones In Schools In the early ‘90s many schools banned cell phones and beepers. However, since the September attacks this policy is being revisited. Not only do teens want the ban lifted but parents as well. “What I’m hearing from parents is that they need their students to have these phones for a feeling of security,” said Montgomery County, Maryland, school board president Nancy J. King. However, some still believe the phones are a ‘distraction’ and should not be permitted in schools. 1. What is the topic of the story? Choose the best answer below. A.Security , Supporting detail B. School policies Supporting detail *C. Cell phones Correct This is what the paragraph is about D. Banned Items, Supporting detail 2. List three supporting details: The supporting details provide more information about the topic. Correct answers, see underlined supporting details in above passage 3. Examining the subject and the supporting details, what is the main idea of the extract? Choose the best answer below. A. Cell phones should remain banned at school Supporting detail    B. Cell phones should be allowed in school Supporting detail *C. Revisiting the policy of banned cell phones Correct. This is what the passage is saying about cell phones. D. Students and parents want cell phones allowed in school Supporting detail

  12. HEATING UP CRITICAL READINGSKILLS Section Two: Author’s Purpose The author’spurpose is the reason the author decides to write about a specific topic.  There are many reasons why an author writes. Sometimes there is more than one reason. The main three reasons are to: Entertain – To make the reader laugh Persuade – To change the reader’s opinion Inform – To educate the reader Knowing the author's purpose or why the article was written helps you in a few ways: • It helps your mind prepare for the type of information in the reading. • It makes the article easier to summarize. • It makes it easier for you to determine the article's main idea and important supporting details. The author’s purpose of a passage can be easily identified by this simple process. Ask yourself all of the questions below. 1. Is the author trying to convince or change my opinion? If the answer is yes, the passage is to persuade. 2. Is the author relaying facts or trying to teach me something? If the answer is yes, the passage is to inform. 3. Is the author telling a story or trying entertain me? If the answer is yes, the passage is to entertain.

  13. HEATING UP CRITICAL READINGSKILLS Section Two: Author’s Purpose Review the example below. Remember these steps when looking for the author’s purpose. More Teen Girls Having Wrecks Over the last decade, American insurance companies have reported a 9 percent increase in the number of 16-year-old female drivers involved in crashes. With those changing numbers come changing costs for insurance. The nation’s largest insurer still charges high rates to insure teenage boys who drive. But the cost to insure teenage girls is going up, too From the above passage, we can determine that the author’s purpose is to inform. Here’s how: 1. Ask yourself, did the author try to change my opinion or convince me to change my mind? The answer is no. 2. Now ask yourself, did the author give me facts or try to teach me something? The answer is yes. The author did in fact give you facts about teenage girls being involved in increasing car accidents. The author is trying to inform us. 3. Before you decide your answer. Ask yourself one more question. It is possible to have more than one answer. Did the author try to make me laugh or tell me a story? The answer is no. Let’s add a little more heat with some practice

  14. HEATING UP CRITICAL READINGSKILLS Section Two: Author’s Purpose Let’s practice identifying the author’s purpose. Read the extract and answer the questions below. Remember to use the steps when determining the author’s purpose. PRACTICE 1: Alligators are dangerous animals! They are cute when they are small, and some people have tried to make them pets. As they grow older, the alligators grow very sharp teeth and gain lots of strength. They are not friendly animals and do not enjoy human company. It is uncommon, but alligators will attack humans. If you see an alligator, by all means, stay away from this dangerous animal! • Identify for what purpose did the author write this passage? Choose the best answer below. A. To inform B. To Persuade C. To entertain and persuade D. To persuade and inform (SEE END OF SECTION TWO FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  15. HEATING UP CRITICAL READINGSKILLS Section Two: Author’s Purpose Let’s practice identifying the author’s purpose. Read the extract and answer the questions below. Remember to use the steps when determining the author’s purpose. PRACTICE 2: Spun into thread, ground into currency, crushed into vegetable oil, cotton tests the human imagination. As uses multiply, demand keeps growing for the plant that can be tough as rope and sheer as fine muslin—or as useful as a terry cloth towel. • Identify for what purpose did the author write this passage? Choose the best answer below. A. To persuade and entertain B. To persuade C. To entertain D. To inform (SEE END OF SECTION TWO FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  16. HEATING UP CRITICAL READINGSKILLS Section Two: Author’s Purpose Let’s practice identifying the author’s purpose. Read the extract and answer the questions below. Remember to use the steps when determining the author’s purpose. PRACTICE 3: Cell Phones In Schools In the early ‘90s many schools banned cell phones and beepers. However, since the September attacks this policy is being revisited. Not only do teens want the ban lifted but parents as well. “What I’m hearing from parents is that they need their students to have these phones for a feeling of security,” said Montgomery County, Maryland, school board president Nancy J. King. However, some still believe the phones are a ‘distraction’ and should not be permitted in schools. • Identify for what purpose did the author write this passage? Choose the best answer below. A. To entertain and persuade B. To Persuade C. To Inform D. To persuade and inform (SEE END OF SECTION TWOFOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  17. HEATING UP CRITICAL READINGSKILLS Section Two: Author's Purpose FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 1: • Identify for what purpose did the author write this passage? Choose the best answer below. *A. To inform, the passage gave us facts. B. To Persuade, the passage did not change your mind C. To entertain and persuade, the passage did not change your mind or make you laugh. D. To persuade and inform ,the passage did not change your mind but it did provide you with facts. PRACTICE 2: • Identify for what purpose did the author write this passage? Choose the best answer below. A. To persuade and entertain, the passage did not change your mind or make you laugh. B. To persuade, the passage did not change your mind C. To entertain, the passage did not make you laugh. *D. To inform, the passage gave us facts. PRACTICE 3: • Identify for what purpose did the author write this passage? Choose the best answer below. A. To entertain and persuade, the passage did not change your mind or make you laugh. B. To Persuade, the passage did not change your mind *C. To Inform, the passage gave us facts. D. To persuade and inform, the passage did not change your mind but it did provide you with facts.

  18. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences The formal definition of Inferences or to Infer is the act or process of deriving logical conclusions from premises known or assumed to be true.WHAT?! Basically to infer or make an inference means to “read between the lines.” “What other meaning could the author have? “OR “What did the author really mean by that statement?” Inferences can be written words, spoken works, actual events, expressions, or even gestures. When reading for inferences: Look for clues that direct you towards an unwritten conclusion. Examine the story clues that you found. If any of the clues contradict your inference, the inference is not correct. Match the story clues to your own understanding Identify personal conclusions that can be supported by the story clues. Let’s take the frog for example. What can you infer from the cartoon? We can identify two story clues. 1. He is not a prince. 2. He is a great kisser. We “know” from our bedtime stories if you kiss a frog, it will magically turn into a handsome prince. However we know from the story clues that the frog will not turn into a prince. So we can infer that by kissing this frog, nothing magical will happen. We can also infer that the frog likes to be kissed. We could infer that we would get warts if we kissed this frog. We “know” this also. However, there are no story clues to support that inference. Therefore it is an incorrect inference.

  19. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences Let’s try this again, but this time with a reading passage. Remember to look for story clues. When you find one, place a star next to it to help you remember it when we examine the clues. After you have marked your story clues, examine the clues and draw a conclusion or inference. For an example read the following passage. Note how there is a placed by each clue. Make an inference and see if yours matches. More Teen Girls Having Wrecks Over the last decade, American insurance companies have reported a 9 percent increase in the number of 16-year-old female drivers involved in crashes. With those changing numbers come changing costs for insurance.The nation’s largest insurer still charges high rates to insure teenage boys who drive. But the cost to insure teenage girls is going up, too From the story clues we know that 1. Insurance companies are reporting increases in 16-year-old female drivers. 2. Costs are changing. 3. Teenage boys have high insurance. 4. Teenage girl insurance is going up too. We “know” that teenage boys have high insurance rates due to more wrecks. So if more teenage girls are having wrecks… We can infer that, Insurance rates for teenage boys and girls will be equally high in costs. Let’s add a little more heat with some practice

  20. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences Let’s practice identifying inferences. Read the extract and chose the more appropriate inference below. PRACTICE 1: Alligators are dangerous animals! They are cute when they are small, and some people have tried to make them pets. As they grow older, the alligators grow very sharp teeth and gain lots of strength. They are not friendly animals and do not enjoy human company. It is uncommon, but alligators will attack humans. If you see an alligator, by all means, stay away from this dangerous animal! • Choose the more appropriate inference. A. Alligators are ugly when they are grown B. Alligators make dangerous pets C. Humans don’t like alligators D. Humans like small, cute pets (SEE END OF SECTION THREE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  21. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences Let’s practice identifying inferences. Read the extract and chose the more appropriate inference below. PRACTICE 2: Spun into thread, ground into currency, crushed into vegetable oil, cotton tests the human imagination. As uses multiply, demand keeps growing for the plant that can be tough as rope and sheer as fine muslin—or as useful as a terry cloth towel. • What does the author infer by the statement, “cotton tests the human imagination? Choose the more appropriate inference. A. Cotton is a figment of the human imagination B. The uses for cotton are unimaginable C. Cotton is good for day dreams D. Uses for cotton may be as limitless as the human imagination (SEE END OF SECTION THREE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  22. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences Let’s practice identifying inferences. Read the extract and chose the more appropriate inference below. PRACTICE 3: Cell Phones In Schools In the early ‘90s many schools banned cell phones and beepers. However, since the September attacks this policy is being revisited. Not only do teens want the ban lifted but parents as well. “What I’m hearing from parents is that they need their students to have these phones for a feeling of security,” said Montgomery County, Maryland, school board president Nancy J. King. However, some still believe the phones are a ‘distraction’ and should not be permitted in schools. • What inference can you draw from the passage? Choose the more appropriate inference. A. Parents want to be able to contact their children during school hours in case of an emergency. B. Students want to be able to call their friends during school hours. C. Teachers think cell phones during school hours are a distraction. D. Teachers don’t want the policy revisited. (SEE END OF SECTION THREE FOR FEEDBACK AND TO CHECK YOUR ANSWERS)

  23. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 1: Alligators are dangerous animals! They are cute when they are small, and some people have tried to make them pets. As they grow older, the alligators grow very sharp teeth and gain lots of strength. They are not friendly animals and do not enjoy human company. It is uncommon, but alligators will attack humans. If you see an alligator, by all means, stay away from this dangerous animal! • Choose the more appropriate inference. A. Alligators are ugly when they are grown. Not supported by the story clues *B. Alligators make dangerous pets. Correct. From the story clues above you should have come to this conclusion. We also “know”from experience that alligators can be dangerous and not be the perfect pet. C. Humans don’t like alligators. Not supported by the story clues D. Humans like small, cute pets. Not supported by the story clues

  24. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 2: Spun into thread, ground into currency, crushed into vegetable oil, cotton tests the human imagination. As uses multiply, demand keeps growing for the plant that can be tough as rope and sheer as fine muslin—or as useful as a terry cloth towel. • What does the author infer by the statement, “cotton tests the human imagination? Choose the more appropriate inference. A. Cotton is a figment of the human imagination This inference is not supported by the story clues. B. The uses for cotton are unimaginable This inference is not supported by the story clues. C. Cotton is good for day dreams This inference is not supported by the story clues. *D. Uses for cotton may be as limitless as the human imagination Correct. This inference can be supported by the story clues. We also “know” that the human mind has unlimited or immeasurable possibilities.

  25. HEATING UP CRITICAL READINGSKILLS Section Three: Inferences FEEDBACK & ANSWERS Review the feedback and answers for the practice questions. The correct answers are underlined. PRACTICE 3: Cell Phones In Schools In the early ‘90s many schools banned cell phones and beepers. However, since the September attacks this policy is being revisited. Not only do teens want the ban lifted but parents as well. “What I’m hearing from parents is that they need their students to have these phones for a feeling of security,” said Montgomery County, Maryland, school board president Nancy J. King. However, some still believe the phones are a ‘distraction’ and should not be permitted in schools. • What inference can you draw from the passage? Choose the more appropriate inference. *A. Parents want to be able to contact their children during school hours in case of an emergency. Correct. This inference can be supported by the story clues. B. Students want to be able to call their friends during school hours. This inference is not supported by the story clues. C. Teachers think cell phones during school hours are a distraction. This inference is not supported by the story clues. D. Teachers don’t want the policy revisited. This inference is not supported by the story clues.

  26. HEATING UP CRITICAL READINGSKILLS Conclusion You’ve completed this instructional module! You will be able to identify the main idea, the author’s purpose and inferences from a given passage. Now that you have heated up your critical reading skills, take the post-test. It will help you measure your progress. Feedback and answers will be provided for you at the end of the assessment. Remember to use the steps and skills that you have learned in this module. Congratulations !

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