Reading for College: Strategies for Critically Analyzing Informational Text
Edition: 1
Copyright: 2023
Pages: 166
Edition: 1
Copyright: 2023
Pages: 166
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If your college students need practice with the type of critical reading strategies required in today’s college classroom, Reading for College: Strategies for Critically Analyzing Informational Text, provides you with methodologies and activities for walking students through the inferential and metacognitive thought processes required for proficient non-fiction comprehension. In each chapter, we scaffold reading and learning by providing two types of ‘Try This’ exercises. We always start with a practice round using really easy text, giving readers the opportunity to really learn how the strategy works. A second practice activity provides practice with the same strategy in more academic text.
Reading for College: Strategies for Critically Analyzing Informational Text is divided into four parts. In Part I, we talk about why college-bound students might not have learned to do this type of critical reading in school, and how they can change their mind-set about what it means to truly comprehend. Part II discusses how proficient readers analyze non-fiction text and provides deliberate step-by-step strategies for active critical thinking before and during reading. Part III is all about thinking critically and making accurate inferences across different parts of the text, including sentences, paragraphs, sections, the author’s text structure, and text features. Part IV provides an opportunity to put everything together. It walks your students through how to think with really challenging or incoherent text, how to read across more than one article or chapter, and finally, how to monitor their own reading comprehension along the way.
How to Use This Book
Part 1 – Setting the Stage: Why are you Reading this Book?
Introduction to Part 1
Chapter 1 – The Myths of Reading – It’s Not All Your Fault
Introduction
The Myths of Reading and How to Un-Do Them
Conclusion
Think and Respond: Past Experiences
Chapter 2- What Can You Trust?
Introduction
Who We Are
How Was I Affected?
Think and Respond: How Did Your Teachers Affect You?
Part 2- Let’s Break the Mold: How Do Good Readers Think?
Introduction to Part 2
Chapter 3 – Active Reading and Thinking Aloud: The “Big Secret”
Introduction
Active Reading
What is Word-Calling?
Try This: Think about Word-Calling
Setting Purpose
Using Strategies and Thinking Critically
How Proficient Reading Works
Ocean Acidification Think Aloud
Unpacking the Think-Aloud
Think and Respond: Active Reading Practice
Taking Care of Mother Ocean: Barbara Mayer
Chapter 4 – What to do with Text Features (Reader’s Aids)
Introduction
Understanding Ocean Acidification
Text Features: for What is Ocean Acidification and How Does it Happen?
Outside Text Features
Table of Contents
Glossary
Index
Inside Text Features
The Title
Headings
Ocean Acidification Illustrated Chart
Line Graph
Photograph and Picture Caption
Conclusion
Think and Respond: Analyzing Text Features
Taking Care of Mother Ocean
Chapter 5- What You Can Do While You Read: Questioning the Author
Introduction
What is Questioning the Author?
When and Why do I Question the Author?
How do I Answer My Question? – Using Text-Based Evidence
Using Metacognition to Match your Text-Based Evidence to your Question
Think and Respond: Asking the Author Questions
Marine Debris is Everyone’s Problem - poster
Part 3- When the Text Isn’t Clear: Making Inferences With Text
Introduction to Part 3
How to use Chapters 6, 7, 8, and 9
Chapter 6 – Text-Based Inferences
Introduction
Some Examples of what Inference Is and Isn’t
Text-Based Inferences
Try This: Inference Reading Example
Thinking and Respond: Changing Your Inferences
Chapter 7 – Identifying Micro Inferences across Details
Introduction
What’s a Microstructure Inference?
Try This: Literal versus Inferential Questions
Think and Respond: Academic Text Examples of Literal and Inferential Questions
Think and Respond Answers
Chapter 8 – Text Structure and Macro Inferences
Introduction
Why Are Text Structures Important?
Types of Text Structures
Descriptive versus Sequential
Try This: Sequential Structures
Try This: Descriptive Structures
Types of Sequential Structures: Linear String and Falling Domino
Real Life Example of a Linear String
Try This: Linear String Academic Text Example
Answers: Linear String Academic Text Example
Real Life Example of a Falling Domino
Try This: Falling Domino in Academic Text
Answers: Falling Domino in Academic Text
Linear String versus Falling Domino
Types of Descriptive Structures: Matrix and Argument Structure
Real Life Example of a Compare and Contrast Matrix
Real Life Example of a Matrix with Category (Attribute) Writing
Try This: Matrix with Academic Text
Answers: Matrix with Academic Text
Real Life Example of Argument Structure
Try This: Argument Structure with Academic Text
Answers: Argument Structure with Academic Text
Argument Structure and Fact versus Opinion
Think and Respond: Identifying Text Structure and Author’s Purpose
Chapter 9 – Inferring Across Parts of the Text
Introduction
Before Reading
Questioning the Author about Text Features and Text Structure
During Reading
Using Headings and Text Features during Reading
Making Micro Inferences
Desert Animals Example
Inferring Vocabulary and Using the Glossary
Try This: Inferring Vocabulary
Answers: Inferring Vocabulary
After Reading
Questions for the Author
Questions for Yourself
Example: Two Different Ways to Think About the Same Reading
Using Annotations to Think Across Text
A Think Aloud Example
Think and Respond: Annotating Text
Part 4- Dealing with All Kinds of Texts - Good Texts, Poor Texts, and Multiple Texts at Once
Introduction to Part 4
Author’s Note
Chapter 10- Well Versus Poorly Written Text
Coherent Text
Coherent Text Example
Incoherent Text
Incoherent Text Example
Making Sense of Incoherent Text
Steps for Reading Incoherent Text
Superimposed Text Structure for Incoherent Text about Forest Animals
Think and Respond: Confusing Text
Chapter 11- Thinking Critically Beyond One Text
Introduction
Reading across Paragraphs
Sample Assignment Questions
Animals in Danger Introduction
Answering Question 1
Animals In Danger Introduction (Annotated)
Annotating to Answer Question 1
Written Answer for Question 1
Answering Question 2
Marginal Notes
Animals In Danger Introduction (Annotated) with Marginal Nodes Added
Putting Annotations Together to Answer the Question
Matrix to organize the text and the notes plus the assignment instructions
Written Answer to Question 2
Annotations and Marginal Notes Across Two Articles
Assignment Question 3
Steps to Combine the Two Texts
Paragraph from Endangered Animals
New Internet Paragraph with Annotations and Marginal Notes
Think Aloud with Annotations and Marginal Notes
Organizing Your Reading
Understanding How and When to Use Multiple Sources
What the question is and isn’t asking
What’s my job right now?
Summing Things Up
Think and Respond: Determining Purpose and How to Think With Text
Chapter12: Metacognition – Thinking about Your Thinking
Introduction
What Does Metacognition Look Like
Real Life Examples About Myself
Comprehension Monitoring and Fix-Up Strategies
Comprehension Monitoring Flow Chart
Metacognitive Steps in Reading
Boxes 1 to 4: Are you understanding?
Box 5: You realize you don’t understand
How do you know you’re not understanding?
Box 6: Decide Why You don’t understand
Box 7: What’s the problem in your environment
Box 12: Why did your comprehension break down?
Try This: Metacognition Practice
How to Know What Fix-Up Strategy to Use When
Metacognitive Fix-Up Strategies
Fix-Up Strategy 1 – Planning
Study for Exam
Time Management
Writing a Paper
Time Management
Planning and What Works for You
Fix-Up Strategy 2- Understanding what Knowledge to Use
Fix-Up Strategy 3: Be Aware of Your Inferencing and Predicting
Applying Reading and Learning to Your Field of Study
Fix-Up Strategy 4- Realize When You Stop Understanding AND How to Fix It
Final Think and Respond: Putting it All Together
How Oil Spills Affect Fish and Whales
Dr. Sharon L. Russell is the Reading and Literacy Program Director as well as Assistant Professor of Literacy at Ashland University, Ohio. She is also the creator, author, and founder of the Adolescent Critical Reading Intervention (ACRI) model, in use across the state of Michigan. Her BS is in elementary/early childhood education from Millersville University. She holds an M.Ed. in reading as a K-12 Reading Specialist from the Pennsylvania State University and a PhD from the University of Maryland where she designed and researched her accelerated framework for adolescent struggling readers, named as an International Reading Association Outstanding Dissertation of the Year in 2006. She also specialized in the areas of adolescent literacy, genre analysis, and content area comprehension. You can contact Dr. Russell or look at her books and intervention work at ***********.drsharonlrussell.com/.
If your college students need practice with the type of critical reading strategies required in today’s college classroom, Reading for College: Strategies for Critically Analyzing Informational Text, provides you with methodologies and activities for walking students through the inferential and metacognitive thought processes required for proficient non-fiction comprehension. In each chapter, we scaffold reading and learning by providing two types of ‘Try This’ exercises. We always start with a practice round using really easy text, giving readers the opportunity to really learn how the strategy works. A second practice activity provides practice with the same strategy in more academic text.
Reading for College: Strategies for Critically Analyzing Informational Text is divided into four parts. In Part I, we talk about why college-bound students might not have learned to do this type of critical reading in school, and how they can change their mind-set about what it means to truly comprehend. Part II discusses how proficient readers analyze non-fiction text and provides deliberate step-by-step strategies for active critical thinking before and during reading. Part III is all about thinking critically and making accurate inferences across different parts of the text, including sentences, paragraphs, sections, the author’s text structure, and text features. Part IV provides an opportunity to put everything together. It walks your students through how to think with really challenging or incoherent text, how to read across more than one article or chapter, and finally, how to monitor their own reading comprehension along the way.
How to Use This Book
Part 1 – Setting the Stage: Why are you Reading this Book?
Introduction to Part 1
Chapter 1 – The Myths of Reading – It’s Not All Your Fault
Introduction
The Myths of Reading and How to Un-Do Them
Conclusion
Think and Respond: Past Experiences
Chapter 2- What Can You Trust?
Introduction
Who We Are
How Was I Affected?
Think and Respond: How Did Your Teachers Affect You?
Part 2- Let’s Break the Mold: How Do Good Readers Think?
Introduction to Part 2
Chapter 3 – Active Reading and Thinking Aloud: The “Big Secret”
Introduction
Active Reading
What is Word-Calling?
Try This: Think about Word-Calling
Setting Purpose
Using Strategies and Thinking Critically
How Proficient Reading Works
Ocean Acidification Think Aloud
Unpacking the Think-Aloud
Think and Respond: Active Reading Practice
Taking Care of Mother Ocean: Barbara Mayer
Chapter 4 – What to do with Text Features (Reader’s Aids)
Introduction
Understanding Ocean Acidification
Text Features: for What is Ocean Acidification and How Does it Happen?
Outside Text Features
Table of Contents
Glossary
Index
Inside Text Features
The Title
Headings
Ocean Acidification Illustrated Chart
Line Graph
Photograph and Picture Caption
Conclusion
Think and Respond: Analyzing Text Features
Taking Care of Mother Ocean
Chapter 5- What You Can Do While You Read: Questioning the Author
Introduction
What is Questioning the Author?
When and Why do I Question the Author?
How do I Answer My Question? – Using Text-Based Evidence
Using Metacognition to Match your Text-Based Evidence to your Question
Think and Respond: Asking the Author Questions
Marine Debris is Everyone’s Problem - poster
Part 3- When the Text Isn’t Clear: Making Inferences With Text
Introduction to Part 3
How to use Chapters 6, 7, 8, and 9
Chapter 6 – Text-Based Inferences
Introduction
Some Examples of what Inference Is and Isn’t
Text-Based Inferences
Try This: Inference Reading Example
Thinking and Respond: Changing Your Inferences
Chapter 7 – Identifying Micro Inferences across Details
Introduction
What’s a Microstructure Inference?
Try This: Literal versus Inferential Questions
Think and Respond: Academic Text Examples of Literal and Inferential Questions
Think and Respond Answers
Chapter 8 – Text Structure and Macro Inferences
Introduction
Why Are Text Structures Important?
Types of Text Structures
Descriptive versus Sequential
Try This: Sequential Structures
Try This: Descriptive Structures
Types of Sequential Structures: Linear String and Falling Domino
Real Life Example of a Linear String
Try This: Linear String Academic Text Example
Answers: Linear String Academic Text Example
Real Life Example of a Falling Domino
Try This: Falling Domino in Academic Text
Answers: Falling Domino in Academic Text
Linear String versus Falling Domino
Types of Descriptive Structures: Matrix and Argument Structure
Real Life Example of a Compare and Contrast Matrix
Real Life Example of a Matrix with Category (Attribute) Writing
Try This: Matrix with Academic Text
Answers: Matrix with Academic Text
Real Life Example of Argument Structure
Try This: Argument Structure with Academic Text
Answers: Argument Structure with Academic Text
Argument Structure and Fact versus Opinion
Think and Respond: Identifying Text Structure and Author’s Purpose
Chapter 9 – Inferring Across Parts of the Text
Introduction
Before Reading
Questioning the Author about Text Features and Text Structure
During Reading
Using Headings and Text Features during Reading
Making Micro Inferences
Desert Animals Example
Inferring Vocabulary and Using the Glossary
Try This: Inferring Vocabulary
Answers: Inferring Vocabulary
After Reading
Questions for the Author
Questions for Yourself
Example: Two Different Ways to Think About the Same Reading
Using Annotations to Think Across Text
A Think Aloud Example
Think and Respond: Annotating Text
Part 4- Dealing with All Kinds of Texts - Good Texts, Poor Texts, and Multiple Texts at Once
Introduction to Part 4
Author’s Note
Chapter 10- Well Versus Poorly Written Text
Coherent Text
Coherent Text Example
Incoherent Text
Incoherent Text Example
Making Sense of Incoherent Text
Steps for Reading Incoherent Text
Superimposed Text Structure for Incoherent Text about Forest Animals
Think and Respond: Confusing Text
Chapter 11- Thinking Critically Beyond One Text
Introduction
Reading across Paragraphs
Sample Assignment Questions
Animals in Danger Introduction
Answering Question 1
Animals In Danger Introduction (Annotated)
Annotating to Answer Question 1
Written Answer for Question 1
Answering Question 2
Marginal Notes
Animals In Danger Introduction (Annotated) with Marginal Nodes Added
Putting Annotations Together to Answer the Question
Matrix to organize the text and the notes plus the assignment instructions
Written Answer to Question 2
Annotations and Marginal Notes Across Two Articles
Assignment Question 3
Steps to Combine the Two Texts
Paragraph from Endangered Animals
New Internet Paragraph with Annotations and Marginal Notes
Think Aloud with Annotations and Marginal Notes
Organizing Your Reading
Understanding How and When to Use Multiple Sources
What the question is and isn’t asking
What’s my job right now?
Summing Things Up
Think and Respond: Determining Purpose and How to Think With Text
Chapter12: Metacognition – Thinking about Your Thinking
Introduction
What Does Metacognition Look Like
Real Life Examples About Myself
Comprehension Monitoring and Fix-Up Strategies
Comprehension Monitoring Flow Chart
Metacognitive Steps in Reading
Boxes 1 to 4: Are you understanding?
Box 5: You realize you don’t understand
How do you know you’re not understanding?
Box 6: Decide Why You don’t understand
Box 7: What’s the problem in your environment
Box 12: Why did your comprehension break down?
Try This: Metacognition Practice
How to Know What Fix-Up Strategy to Use When
Metacognitive Fix-Up Strategies
Fix-Up Strategy 1 – Planning
Study for Exam
Time Management
Writing a Paper
Time Management
Planning and What Works for You
Fix-Up Strategy 2- Understanding what Knowledge to Use
Fix-Up Strategy 3: Be Aware of Your Inferencing and Predicting
Applying Reading and Learning to Your Field of Study
Fix-Up Strategy 4- Realize When You Stop Understanding AND How to Fix It
Final Think and Respond: Putting it All Together
How Oil Spills Affect Fish and Whales
Dr. Sharon L. Russell is the Reading and Literacy Program Director as well as Assistant Professor of Literacy at Ashland University, Ohio. She is also the creator, author, and founder of the Adolescent Critical Reading Intervention (ACRI) model, in use across the state of Michigan. Her BS is in elementary/early childhood education from Millersville University. She holds an M.Ed. in reading as a K-12 Reading Specialist from the Pennsylvania State University and a PhD from the University of Maryland where she designed and researched her accelerated framework for adolescent struggling readers, named as an International Reading Association Outstanding Dissertation of the Year in 2006. She also specialized in the areas of adolescent literacy, genre analysis, and content area comprehension. You can contact Dr. Russell or look at her books and intervention work at ***********.drsharonlrussell.com/.