Critically Reading Reading Strategies for difficult text “Learn how to own a text, rather than letting the text own you!”

Critical Reading Strategies 1.Number the paragraphs 2.Chunk the text 3.Underline and circle…with a purpose 4.Left margin: what is the author saying? 5.Right margin: dig deeper into the text!

Number the Paragraphs Before reading the text take the time to number the paragraphs Number the paragraphs in the margins, when referencing text – Why do we do this? Common core standards ask students to be able to cite and refer to text…ta da! Number the paragraphs in the margins, when referencing text, state paragraph number so everyone in class knows where to look and is literally on the same page/same paragraph!

Chunk the Text This will make it less overwhelming – Chunk a few paragraphs together by drawing a line between the paragraphs Look for natural breaks in the article or text. Did the author move onto another sub topic? At first, your teacher will chunk the text for you Eventually, you will have to do it yourself (the CORRECT way) Paragraphs 1-3, 4, 5-6 all chunked together

Underline and Circle…with a purpose! Circle unknown words Underline examples of suspenseful lines Instead of underlining and circling “important stuff” you will be asked to underline one thing and circle another…this will be specific instead of vague …I estimated that my speed was great enough, and cut off the drive. It would take me five minutes to coast the rest of the way, and not much longer to return with my salvage. It was at that moment, as I launched myself out into the abyss, that I knew that something was horribly wrong.

Left Margin: What is the Author Saying? Try to keep the summaries down to one to two sentences. In the left margin of the article…Students need to summarize each chunk. Try to keep the summaries down to one to two sentences.

Right Margin: dig deeper into the text! In the right-hand margin include either: – A power verb to describe what the author is doing: describing, illustrating, arguing, comparing, etc. – Represent info with a picture (doodle time!) to visually represent the chunk – Ask questions: sometimes you need something to be clarified. Be specific in your questioning.

Right Margin: dig deeper into the text! (Continued) A power verb to describe what the author is doing: describing, illustrating, arguing, comparing, etc.

Right Margin: dig deeper into the text! (Continued) Represent info with a picture (doodle time!) to visually represent the chunk “I’ve found it,” I told Control. “It’s someone’s test satellite—cone- shaped, four antennas, and what looks like a lens systems in its base. Probably U.S. Air Force, early nineteen-sixties, judging by the design. I know they lost track of several when their transmissions failed. There were quite a few attempts to hit this orbit before they finally made it.”

Right Margin: dig deeper into the text! (Continued) Ask questions: sometimes you need something to be clarified. Be specific in your questioning. – Write questions you have about this chunk in the right hand margin.

How does this work in class? Every student will be provided with an article. Re-read ENTIRE article between steps 3-5. By the end of the assignment, the article should be read at least 4 times. – Directions will be included on the top of the article. – Step one: # the paragraphs – Step two: chunk the article – Step three: underline what is indicated in directions and circle was is indicated in directions – Step four: Left-margin “summaries” by chunks – Step five: Right-margin, write what is indicated in directions