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Get them to use the See-Think-Wonder to begin from the passage, evaluate the writer's idea(s) and formulate implications, consequences of the issue at hand and construct insightful connections

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through text selection and perspective taking exercises.

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I draw their attention to linguistic and contextual clues.

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Draw their attention to specific and common linguistic clues. This has to be reinforced to build confidence.

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I will use Opinion or Commentary pieces from Straits Times during class discussions. I will help students to break down key arguments by demonstrating to them how to pick out key points in the articles.

Sam [EJC]

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Showing students reading and evaluation strategies like identifying cues and inferring meanings from language used by author. To see if there is any form of bias, and how to identify them. Teaching them how to identify fallacies, and assess if arguments are well-reasoned.

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One of the concepts I start with in the year (which I go back to when it seems useful) is to point out that P1 and P2 skills are essentially the inverse of each other. Somewhat trite, but the idea is to read like the author and write like the reader.

One way in which this works for P1 to P2 is to ask students what they would follow up one sentence or paragraph with logically. The idea is to anticipate and hence make sense of what the author does next.

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Focus on linguistic features indicating logical flow

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Focus on linguistic features indicating logical flow

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Call direct attention to how sentences move from one to the next, such as by pointing to explicit connectors, use of pronouns, or logical progression.

Where appropriate and possible, ask students why the author has written in a certain way to try to get them to think as the author and how the writing choices come about. (One alternate way of doing this is to ask instead why the author hasn't done something else instead.)

This is particularly time-consuming though. Mostly used selectively for P2 SAQs where students struggle more, or to explain particular AQ references. Also partially applicable for P1 question analysis.

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Rarely done, but in some cases a direct, explicit, metacognitive running through of how I would read an argumentative text myself.

For obvious reasons, most useful in a consultation setting.

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This was an idea from a colleague that I tried out in class to get students to analyse tone, and reasoning in arguments. I had them read an excerpt from the play, Twelve Angry Men. They then had to dissect the various arguments put forth by the different jurors, and determine which of the jurors had a well-reasoned argument, or approached the issue with bias, and why.

This encouraged students to question assumptions, and to read closely, being sensitive to good reasoning.

[CJC]

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They often feel that the writer is an omniscient god-like entity speaking the undeniable truth. They are encouraged not to be intimidated by the writer. They are prompted in class to question and challenge the views put forth. But this takes time.

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Students are taught to identify stakeholders, actions and implications within a text. They are then asked to annotate articles according to a list of terms such as 'normative/positive', 'short term/long term consequence'. Longer form argumentative writing / opinion pieces are segmented with guiding questions/prompts before each segment. Students are involved in providing prompts for subsequent articles once they are familiar with it. MI

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'Think-Alouds' to model active reading skills

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'Think-Alouds' to model active reading skills

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Our school teaches students active reading strategies divided into the pre-reading, during reading and post-reading stage. Specifically, we model this using a 'Think-Aloud' EJC

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From an article, identify stakeholders, their perspectives and biases, using a very simplified version of Paul's Wheel. 

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From an article, identify stakeholders, their perspectives and biases, using a very simplified version of Paul's Wheel. 

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NJC

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Use of Actively Learn to scaffold and deconstruct critical reading responses 

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Use of Actively Learn to scaffold and deconstruct critical reading responses 

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Our school has subscribed to Actively Learn, an online platform for reading, where reading exercises can be designed with curated questions at appropriate points. D-DHS

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Click on the link below to return to Q1.

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Click on the link below to return to Q1.

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https://padlet.com/moe_cpdd_preu_el/cb2gptigosav6zj6