[AAACE-NLA] Critical Reading
mariecora at hotmail.com
Thu Mar 11 10:35:16 EST 2004
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.
>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
>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?
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