Section4 Critical/Evaluative/Interpretive Responses

Personal connections..45 Preferences/opinions.. 47 Identify text forms and general purpose..47 Purposeful book selection...49 Authors style/technique..50 Fact vs. opinion/ point of view............50

Personal Connections
Many other comprehension skills require the stimulation of prior knowledge in applying them. Vocabulary building requires a base of knowledge to build upon and visualization is dependent upon images a child can recall. A simple image of a house may vary from a shack to a mansion depending on a childs experiences. As students begin to read pictureless books these skills become even more essential. Students who have a broad experiential base are at an immediate advantage. However, even with past experience, students may fail to make connections if the strategy is not trained and modelled explicitly. Because this strategy requires broadening instead of narrowing ones view, a child may veer off into unrelated topics. These are sensitive yet important instructional moments, since the student may be especially enthusiastic about the memory invoked. Who would want to dampen that kind of response, especially when it was prompted by the teacher herself? A simple way around this is to summarize the childs response and then enquire how it could be connected to the text topic. For example: (After reading about a merry-go-round) Teacher: Does this part remind you of anything? Student: My uncle has a horse....but we dont ride it. We ride his four- wheeler though! WE DRIVE IT EVERYWHERE! Teacher: You ride the four- wheeler? I wonder if that is anything like a merrygo-round. We really need to get an idea of what it is like to ride on a merry- goround. The idea is not to just brainstorm wildly, but to draw sensory information from the childs memory to enhance the authors message. This memory is usually a personal experience, but should be developed to include memories and connections to other text and world knowledge.

The following table shows the progression of this skill (personal connections) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Entry K Grade 1 Grade 2 Grade 3

Beanie Babies

make obvious personal connections to text make personal connections, and relate prior knowledge to text; connections may
be obvious make obvious personal connections; relate prior knowledge and make concrete text-to-text comparisons, when similarities are clear and straightforward; explanation may be general and may include some unrelated examples make obvious personal connections, relate relevant prior knowledge, and make logical text-to-text comparisons; connections tend to be straightforward, supported with a general explanation

Spinner the Spider

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Spinner the Spider, from Beanie Babies, clearly expresses this direction. The metaphor of a web stretching from one important place to another easily recalls the symbolism of connecting ideas. The message on his poster is clear and easily read by early readers who have been introduced to it. Spinner clearly reminds them that they have three places to go for connected ideas, other texts (T-T), ones own life(T-S), or the world around them (T-W).

The CAF Menu

CAF terms this strategy as, Use Prior Knowledge to Connect with Text, and further alludes to it in the strategy, Compare and Contrast within and Between Text. The Ready Reference Form for using prior knowledge directs teachers to have students orally share before reading. (158) After noting the cover of a new book, students are instructed to share similar experiences from their own lives. The Troubleshooting section of this page advises teachers to remind students that the purpose of using prior knowledge is to connect us to the text for better understanding (158)

Dillers Strategy Continuum

Dillers lists introduce making connections in early instructional levels (B). This introduction is built up with more specific instruction in levels E-I. These levels are included in the grade one expectations and each of them takes an average time of one month to master. With five months of practice in various types of connections, most students are prepared to bring the power of their greater experience into convergent comprehension. Reviewing the strategy in level M is an important check point in transitional reading, ensuring that these thought processes are

happening consistently before the reader moves on to significantly more challenging comprehension in levels N-P. These upper levels rely on the building of schema and the selection of significant information to interpret the texts meaning. Teaching foci from Dillers table, Reading Levels and What to Focus on in Lessons (171-174) B- Makes connections E, F Makes connections across texts G, H - text-to-text connections I - connects to characters and topics M - Infers, reads critically, makes more connections

Preferences/Opinions (diversity)
Awareness of personal text preferences impacts the effectiveness and satisfaction derived from a students independent reading. This consideration of taste should be continued after reading so that students will be able to reflect critically and understand how well they enjoyed their reading experience. The NB Reading Curriculum states that students should be able to, express and explain opinions about texts and types of texts, and the works of authors and illustrators, demonstrating an increasing awareness of the reasons of their opinions. (96) The curriculum identifies this discussion as an ideal opportunity to support student diversity. It presents a chance for teachers to, Create a climate where students feel free to express their opinions, and where different opinions are respected and valued. (96)
The following table shows the progression of this skill (preference/opinion) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Entry K Grade 1 Grade 2 Grade 3

express preferences for, and simple opinions about, texts, authors, and
illustrators (e.g., favourite book/picture), providing general reasons for their responses express preferences for and simple opinions (e.g., like/dislike) about texts, authors, and illustrators, providing general reasons for their responses express preferences for, and simple opinions about, texts, authors, and illustrators; provide some general examples to support statements, often related to overall topic express preferences for, and simple opinions about texts, authors, and illustrators and provide some supporting details or examples; explanations may be general

None of the displays explored present this strategy beyond book selection.

Identifying Text Forms and General Purpose

Current language arts programs are now very form-specific during writing instruction. (e.g. recount, persuasive) Exposing students to forms with different features and structures helps them to see how authors choose to express different messages. With so much emphasis on forms during writing time, it may be easy for a teacher to neglect giving forms special attention during reading. Effective instructor will use form specific reading to introduce and guide this writing. Some students will automatically make these connections; however, differentiation and explicit instruction can make sure the students learning experience supports both reading and writing skills. Identifying an authors purpose also adds to a readers motivation. For example, he/she will be interested to see if a writer trying to be amusing is actually able to make him laugh. It will affect what he/she remembers from the reading and the structure he/she employs in the retelling. The following table shows the progression of this skill (Identifying Text Forms and General Purpose) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Entry K Grade 1 Grade 2 Grade 3

recognize some simple text forms (e.g., poems, letters, stories, information
books) and basic characteristics such as title, author, and illustrator identify a few simple text forms (e.g., narrative, retell, basic reports) and describe the general purpose of the form identify a few simple text forms (e.g., story, poem, how-to, information book); describe overall characteristics and general purpose can identify a variety of text forms (e.g., narrative, report, instructions, biography), including basic text characteristics (e.g., sequence), and knows a forms general purpose

The CAF Menu

CAF refers to this strategy as Determine and Analyse Authors Purpose and Support with Text. Students are taught to recognize a variety of writing forms to connect with the authors intent. This, helps the reader infer the meaning and decide how to approach the text. (166) The following table found in CAFs Parent Pipeline (Behne) for this strategy helps by categorizing forms into three general purposes. Persuade editorials advertisements commercials Entertain Short story poetry drama novels Inform New articles Text books biographies Non-fiction

This Parent Pipeline letter helps students to classify the form of a text by suggesting the question: Is the selection going to teach you something, make you laugh, or try to get you to do something? This interpretive response leads to a critical/evaluative response as the reader looks for evidence of the author accomplishing the intended purpose. The thought begins as, What is this author trying to do? and ends with, How well did the author accomplish his purpose?

CAFs approach is more author-centred than the NB Reading Curriculum, and does not go as deeply into the distinguishing characteristics of different forms.

Dillers Strategy Continuum

Although Debbie Diller mentions text features in her strategy lists for K and L, she does not specifically mention identifying text forms in the continuum. Her chapter on comprehension describes engaging students in distinguishing between various forms by using form-based literacy work stations (poetry, drama etc.), and students are exposed to the different structures of texts as they apply different graphic organizers. (64)

Purposeful Book Selection / Wide Reading

Book selection is not mentioned in the Reading and Writing Achievement Standard, but is an important expectation in the NB Reading Curriculum. The general curriculum outcome #4 emphasises that it is a very specific and natural step to precede reading and viewing. GCO #4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. (27) The importance of a students book selection is then echoed in the specific curriculum outcomes for each level. It is also expected that by grade 3 students will have enough exposure to the various forms so that they will be comfortable reading about their interests, regardless of which form the information is printed in (fiction, non-fiction, table, speeches, web site, advertisements etc.). This is known as wide reading, or getting regular practice in a variety of reading forms so that the, students will be able to respond critically to a range of texts, applying their understanding of language, form, and genre.(98) The following table shows the progression of this skill (purposeful book selection) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Emergent (K-1) Early (1-2) Transitional (3-4)

The CAF Menu

select, with teacher assistance, texts appropriate to their interests and learning needs

select independently, and with teacher assistance, texts appropriate to their interests and learning needs select independently, and with teacher assistance, texts appropriate to their interests and learning needs

CAFs fluency column lists this strategy as, Read appropriate level texts that are a good fit. It is also printed at the bottom of the CAF display with the general expectations of behaviors that support reading. CAF calls them Good Fit books. This strategys Ready Reference Form states that for success, Students (must) have time to find a good fit, are given time to read the

book during the school day, and have someone supporting them and holding them accountable. (179) Students are taught the following five step criteria called I Pick, for choosing books. I I pick a book P Purpose What is my purpose for choosing this book? I Interest Am I interested in this book? C Comprehend Do I understand what I just read? K Know do I know most of the words?

Dillers Strategy Continuum

Appropriate reading level is also central to Debbie Dillers philosophy, despite its absence from her leveled continuum. (63) Both of these authors strive to prepare students for independent work and are thoroughly committed to having students read purposefully at high levels of accuracy. Diller refers to them as Just Right books. Diller does, however, articulate in levels N-P the need to read widely. Teaching foci from Dillers table, Reading Levels and What to Focus on in Lessons (171-174) N, O, P reads across a wide variety of genres

Authors Style/Technique
The outcome of identifying author style and technique is an extension of the Preference/Opinion strategy discussed earlier. By grade three it is expected that students will be able to describe specific elements of a text which an author has chosen to produce a certain effect. This supports student understanding of an authors message and also encourages students to include stylized elements in their own writing. The following table shows the progression of this skill (authors style/technique) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Entry K Grade 1 Grade 2 Grade 3

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recognize some elements of an authors style/technique (e.g., descriptive

language), explain how they help the reader by stating personal preference and/or a general example

Neither Beanie Babies nor Debbie Diller includes this strategy in their displays.

The CAF Menu

CAF, however, elaborates on this point in great depth. There are two parent form letters designed to describe it in addition to the usual Ready Reference Form and modelled lessons. Teachers are strongly recommended to begin introducing basic literary elements (characters, plot, setting, and theme) to students from the very beginning, and to gradually add more specific elements, such as, foreshadowing, flashback, point of view, irony, symbolism, and figurative language. (167)

Fact vs. Opinion/Point of View

Instruction in critical thinking skills is emphasised in the NB Language Arts Curriculum even in the primary years. It becomes an expected outcome in grade three but should be introduced much earlier. This is referred to in the curriculums Program Design and Components as The Role of Critical Literacy. Critical thinking is the awareness of language as an integral part of human relations. It is a way of thinking that involves questioning assumptions; investigating how forms of language construct and are constructed by particular social, historical, and economical context; and examining power relations embedded in language and communications. (230) The NB Language Arts Curriculum (K-3) explains that children need to be given skills to deconstruct text if they are to become thinking, caring citizens, prepared to make decisions which will improve society. (230) Students must be able to, identify instances of prejudice bias, and stereotyping. (100) Suggested questions are: Who constructed the text? For whom was the text constructed? What does the text tell us that we already know? What does the text tell us that we dont already know? What is the topic and how is it presented? How else might it have been presented? What has been included and what has been omitted? What does it teach me about others and their place in the world? (230) Identifying this information allows students to decide how much to value an authors opinion. The following table shows the progression of this skill (fact vs. opinion/ point of view) required in the NB Reading and Writing Achievement Standards at the end of these instruction periods.

Entry K

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Grade 1 Grade 2 Grade 3

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distinguish between fact and opinion and identify authors point of view, using
some details from the text

None of the displays explored present this strategy.

*Omission of a skill at an early grade level means that it is not required. However, it may be appropriately introduced at the teachers discretion, especially since readers are progressing at such a varying rate and can be served more personally in small group settings.