6 Traits of Effective Readers: Reading Beyond the Lines
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Reading Beyond the Lines: 

5.  Integrating for Synthesis:

    (Depends on WHAT/WHO the topic/issue/theme is…)

 

A.     Put information in order to explain process/ chronology

(NOT A SUMMARY!!!)

 

 

From first event/step....next...next...next....final step

(make it obvious what has to happen/change before next step can be taken!)

 

 

 

B.     Compare/contrast examples, facts, events, to make defensible interpretations (look for similarities/differences between texts)

 

How are they different (T-chart)?

 

How are they the same (box)?

 


C.     Recognize personal knowledge/background knowledge and /or content

area knowledge with text

 

How what you already know  + what you are reading = blends together  

 

 

D. 

 

Gather evidence for interpretation by hypothesis/seek multiple sources to defend

 

 

1

 How one thing (like this text) + another (like a movie) + another (like a real life event) = all share common ideas. 

Trait 6:  Critiquing for Evaluation:  Having read this selection, what questions do you still have about the content? (YES! You have to have something to write about!!!!)

Write it out! :

1.  state it

2. “prove” it and

3.  explain it

  

 

 

 

 

 

 

 

A.  Experiment with ideas in text

 

What would it be like if…

 

B.  Express opinions about text

 

I think that  _______________ is wrong.  Why don’t we…

OR

I agree that _______________ is a good way to…

 

C.  Raise questions about the text

 

Why didn’t anyone ______________ before…

 

D.  Make good judgments about the text by using a synthesis

of material

 

I’ve read/seen/heard that __________ is …, so when this text said ______ I completely understood __________

 

E.  Challenge the ideas of the author by noting bias, distortion,    
and/or lack of coherence

 

How could I believe what this text says when it’s completely biased/one-sided…           First they said ____, then they said ____.

 

F.  Contrast the accuracy of textual information

with other sources AND form a solid, defensible critique.

 

I’ve read/seen/heard that __________ is …, (and/but)  this text says that…

So with that, I  (agree/disagree) that __________

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