[AAACE-NLA] Critical Reading

[Marie Cora]

Hi everyone,

I'm going to approach a reply from a slightly different place:  with my 4 
1/2 year old.  I use the same principles with him as I used to when I was a 
classroom teacher, but it's much fresher in my mind with my son.

We start by looking at graphics (pictures) and either 'telling the story' or 
inventing what could possibly be.  We often stop and consider what 
alternatives could happen to characters.  We get all excited when we can 
connect something in the book with something we have experienced in the real 
world.  We look for letters, words, numbers in the world around us that 
we've already found in the book.  And the absolute biggie for me is 
questions, questions, questions.  I ask them ad nauseum (all the time, day 
and night).  And when Paolo asks ME questions, I ask them right back to him, 
making him come up with answers (some he knows already, some he probes 
around on so I carry on with more questions).  Post discussion of books and 
movies is huge as well.

There are of course other levels for adults.  And I guess one of the most 
compelling for me in working with adults is the "don't believe everything 
you read" story.  That can bring in a lot of advanced thinking - newspaper 
editorials are a great place for this to happen.

marie cora



>From: AWilder106 at aol.com
>Reply-To: National Literacy Advocacy List sponsored by 
>AAACE<aaace-nla at lists.literacytent.org>
>To: aaace-nla at lists.literacytent.org (National Literacy Advocacy List 
>sponsored by AAACE)
>Subject: [AAACE-NLA] Critical Reading
>Date: Thu, 11 Mar 2004 09:14:48 -0500
>
>Dear Friends,
>
>Recently David Rosen said that he considered "critical reading" to be an 
>essential part of adult literacy.  I am seeking some clarity on this 
>concept from people in the field.  What is it, in your mind?  How do you do 
>it in your classes?
>
>Thanks.
>
>Andrea
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