1 Text Analyzer: Critically Thinking about Text SESSION 5 Thinking about Thinking: Setting the Stage for Independent Reading

1

Text Analyzer:Text Analyzer: Critically Thinking about Critically Thinking about

TextText

SESSIOSESSIONN55

Thinking about Thinking: Setting the Stage for Independent ReadingThinking about Thinking: Setting the Stage for Independent Reading

2OverviewOverview

A learning resource for educators with six A learning resource for educators with six sessions:sessions:1.1.Thinking as a Habit of MindThinking as a Habit of Mind

2.2.Meaning Maker: Interacting with TextMeaning Maker: Interacting with Text

3.3.Code User: Breaking the CodeCode User: Breaking the Code

4.4.Text User: Understanding Purpose and FormText User: Understanding Purpose and Form

5.5.Text Analyzer: Critically Thinking about Text Text Analyzer: Critically Thinking about Text

6.6.Putting It All Together: Integrating the Four RolesPutting It All Together: Integrating the Four Roles


3Key MessagesKey Messages

• Early primary students are capable of thinking about Early primary students are capable of thinking about their own thinking.their own thinking.

• The four roles of the literate learner model supports The four roles of the literate learner model supports higher-order thinking in K–higher-order thinking in K–22 classrooms. classrooms.

• The The Guides to Effective Literacy Instruction, Grades Guides to Effective Literacy Instruction, Grades 4 4 to 6to 6 support all teachers in planning effective support all teachers in planning effective literacy instruction.literacy instruction.

• Higher-order thinking is not about a series of events Higher-order thinking is not about a series of events or lessons, but rather about developingor lessons, but rather about developing a habit of a habit of mind. mind.


4Learning Goals for Session 5Learning Goals for Session 5

This session is intended to:This session is intended to:• develop an understanding of develop an understanding of

critical literacy as an instructional critical literacy as an instructional approach rather than a series of approach rather than a series of events or lessonsevents or lessons

• explore integration as a means of explore integration as a means of developing a critical stancedeveloping a critical stance

• affirm that critical literacy is a big affirm that critical literacy is a big idea implicit inidea implicit in all strands of the all strands of the language curriculumlanguage curriculum


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Text KnowledgeOrganizational & informational structureArtistic elements of text Print concepts Text type

Author’s PurposeTopicIdeas Message

Text FeaturesUse of organizational toolsUse of informational tools (glossary, captions)

Format/Layout Use of space and graphicsUse of illustrations

Author’s WordsVocabularyPunctuationStyleSyntax

Interacting with TextClick on page to animate Click on page to animate graphicgraphic

Self-Concept as a ReaderPurpose for readingInterests & ExperiencesFactual Knowledge

Language KnowledgePhonologyMorphologySyntaxVocabulary

Strategies Using cueing systemsActivating prior knowledge PredictingVisualizingQuestioning Drawing inferencesFinding important informationSummarizingSynthesizing and evaluatingMonitoring/revising comprehension


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Evolving View: Four Roles of the Literate Evolving View: Four Roles of the Literate LearnerLearner

Click on page to animate graphicClick on page to animate graphic

Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.


7Critical LiteracyCritical Literacy


View a video on the web:

Annette Woods from Quality Teaching: It's Intentional April 2009 webcast

8Key ConceptsKey Concepts

1.1. All texts are constructions. All texts are constructions.

2.2. All texts contain belief and All texts contain belief and value messages.value messages.

3.3. Each person interprets Each person interprets messages differently.messages differently.

4.4. Texts serve different interests. Texts serve different interests.

5.5. Each medium develops its own Each medium develops its own “language” in order to position “language” in order to position readers/viewers and create readers/viewers and create meaning.meaning.


9Synthesizing Our ThoughtsSynthesizing Our Thoughts

Media Literacy

Critical Literacy

Text Analyzer

What are the implications for early What are the implications for early readers?readers?


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Read the quotations on Read the quotations on critical thinking.critical thinking.

How do these How do these statements support our statements support our understanding of the understanding of the expanded definition of expanded definition of text?text?

What are the What are the implications for implications for classroom practice?classroom practice?

Critical ThinkingCritical Thinking


11Analyzing TextAnalyzing Text


View a video on the web:

Analyzing Text (Grade 2)

12Connected Experiences Connected Experiences Using a Variety of TextsUsing a Variety of Texts

How do our How do our choices about choices about the ways we use the ways we use objects and objects and materials affect materials affect our our environment?environment?

Eco-school poster from Denlowe P.S., Toronto District School Board

Visit the TVO Visit the TVO Kids by clicking Kids by clicking

here!here!

Visit the ROM by Visit the ROM by clicking here!clicking here!


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Big Ideas and Critical Big Ideas and Critical ThinkingThinking

How do the How do the language language expectations expectations across the strands across the strands support the support the critical stance critical stance needed to address needed to address big ideas?big ideas?


14Inquiry Habit of MindInquiry Habit of Mind

• What opportunities am I giving What opportunities am I giving students to analyze text and students to analyze text and practise critical literacy?practise critical literacy?

• HHow does the evolving four evolving four roles framework support a roles framework support a critical literacy approach to critical literacy approach to learning in my classroom?learning in my classroom?

• What changes in my practice What changes in my practice might result from the ideas might result from the ideas presented today?presented today?


15Inquiry Habit of MindInquiry Habit of Mind

What is the impact of __________________ What is the impact of __________________ (teacher practice)(teacher practice)

on ________________________ on ________________________ (change in student learning)(change in student learning)??


16Hand-outs and Reference Hand-outs and Reference DocumentsDocuments


All resource and curriculum documents used inAll resource and curriculum documents used in Thinking about Thinking Thinking about Thinking sessions are available online sessions are available online in PDF. Please visit the following web page to in PDF. Please visit the following web page to download them:download them:

http://resources.curriculum.org/LNS/thinking/http://resources.curriculum.org/LNS/thinking/session5.htmlsession5.html