HEATING UP CRITICAL READING SKILLS

1
HEATING UP CRITICAL READING SKILLS

• Jamie Repesh
• Summer 2006
• This module is designed for high school students
  working to pass the reading comprehension portion
  of the FCAT. This instruction may also be of
  interest to other high school level students that
  would like to strengthen their critical reading
  skills.

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HEATING UP CRITICAL READING SKILLS
Pre-Requisite Skills

• This module is designed for high school students
  working to pass the reading comprehension portion
  of the FCAT. This instruction may also be of
  interest to other high school level students that
  would like to strengthen their critical reading
  skills.
• As a high school student, you already have the
  required reading skills and basic reading
  comprehension skills necessary to successfully
  complete this module.

• Already, you are on your way to warming up your
  critical reading skills. Use the thermometer to
  gage your progress. Get ready to turn on the
  heat!

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HEATING UP CRITICAL READING SKILLS
Introduction

• Welcome to Heating Up Critical Reading Skills.
  Ever wonder what someone was talking about, why
  they were talking about it and what else did they
  mean by it In this module, youll be learning how
  to determine what it is about , decide why it
  was written and how to read between the lines.
  What is it? It can be anything from a casual
  conversation, a Sunday comic strip, a news
  article or a passage. After completing this
  module you will be able to identify the main
  idea, the authors purpose and inferences from a
  given passage.
• Before you begin to heat up your skills, take the
  pre-test. It will help you identify which skills
  need more focus as you proceed through the
  instructional module.
• The module is divided into three critical reading
  sections. There will be an introduction of each
  skill, an example and three practice passages.
  When you have finished the module a post-test
  will help you measure your progress.
• Lets begin!

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea

• The main idea is the most important thing the
  paragraph says about the topic. The topic is what
  a paragraph is about and the supporting details
  provide more information about the main idea.
• Suppose you walked past a group of people talking
  about you and the very unusual hairstyle you
  have. You are the topic. The main idea is what
  about you they are talking about. In this
  instance its your unusual hair. The supporting
  details would probably comment on the color,
  length, height, size or style of your hair.
• The main idea of a passage can be easily
  identified by these simple steps.
• Read the title. Most main ideas are stated in the
  title of the passage.
• Read the Passage.
• Locate the topic. Who or what is the article
  talking about
• Locate the supporting details
• Determine the main idea. What do the details say
  about the topic?

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea

• Review the example below. Remember the steps when
  looking for the main idea.
• 1. Read the title.
• Does the title state the main idea?
• 2. Read the Passage.
• 3. Locate the topic. Circle the topic.
• Who or what is the article talking about?
• 4. Locate the supporting details. Underline the
  supporting details.
• What gives more information about the topic?
• 5. Determine the main idea.
• What do the details say about the topic?
• More Teen Girls Having WrecksOver the last
  decade, American insurance companies have
  reported a 9 percent increase in the number of
  16-year-old female drivers involved in crashes.
  With those changing numbers come changing costs
  for insurance. The nations largest insurer still
  charges high rates to insure teenage boys who
  drive. But the cost to insure teenage girls is
  going up, too
• From the above passage, we can determine that the
  topic of the passage is teenage girls. What
  about them? From the supporting details
  underlined above, we can determine that they are
  involved in wrecks, having wrecks and the number
  of wrecks are increasing. From this information
  about the topic, we can determine a main idea.
  Teenage girls are having more wrecks. HEY!!
  Thats also close to the title!

Lets add a little more heat with some practice
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HEATING UP CRITICAL READING SKILLS
Section One Main Idea

• Lets practice identifying the main idea.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  main idea. Feel free to write, circle and
  underline directly on this paper.
• PRACTICE 1
• Alligators are dangerous animals! They are cute
  when they are small, and some people have tried
  to make them pets. As they grow older, the
  alligators grow very sharp teeth and gain lots of
  strength. They are not friendly animals and do
  not enjoy human company. It is uncommon, but
  alligators will attack humans. If you see an
  alligator, by all means, stay away from this
  dangerous animal!
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Alligators
• B. Cute Pets
• C. Dangerous Animals
• D. Humans
• 2. List three supporting details
• ___________________________
• ___________________________
• ___________________________
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.
• A. Alligators are not friendly

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea

• Lets practice identifying the main idea.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  main idea. Feel free to write, circle and
  underline directly on this paper.
• PRACTICE 2
• Spun into thread, ground into currency, crushed
  into vegetable oil, cotton tests the human
  imagination. As uses multiply, demand keeps
  growing for the plant that can be tough as rope
  and sheer as fine muslinor as useful as a terry
  cloth towel.
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Thread 
• B. Cotton
• C. Currency
• D. Human imagination
• 2. List three supporting details
• ___________________________
• ___________________________
• ___________________________
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.
• A. Cotton is used to make currency

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea

• Lets practice identifying the main idea.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  main idea. Feel free to write, circle and
  underline directly on this paper.
• PRACTICE 3
• Cell Phones In Schools
• In the early 90s many schools banned cell phones
  and beepers. However, since the September attacks
  this policy is being revisited. Not only do teens
  want the ban lifted but parents as well. What
  Im hearing from parents is that they need their
  students to have these phones for a feeling of
  security, said Montgomery County, Maryland,
  school board president Nancy J. King. However,
  some still believe the phones are a distraction
  and should not be permitted in schools.
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Security
• B. School policies
• C. Cell phones
• D. Banned Items
• 2. List three supporting details
• ___________________________
• ___________________________
• ___________________________
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 1
• Alligators are dangerous animals! They are cute
  when they are small, and some people have tried
  to make them pets. As they grow older, the
  alligators grow very sharp teeth and gain lots of
  strength. They are not friendly animals and do
  not enjoy human company. It is uncommon, but
  alligators will attack humans. If you see an
  alligator, by all means, stay away from this
  dangerous animal!
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Alligators Correct. Alligators is what the
  passage is about.
• B. Cute Pets This is not in the passage.
• C. Dangerous Animals This is a supporting
  detail.
• D. Humans This is a not what the article is
  about.
• 2. List three supporting details The supporting
  details provide more information about the topic.
• Correct answers, see underlined supporting
  details in above passage.
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.
• A. Alligators are not friendly, Supporting
  Detail
• B. Alligators are cute when they are small.
  Supporting Detail
• C. Alligators are strong Supporting Detail
• D. Alligators are dangerous animals. Correct.
  This is what the passage is saying about
  alligators.

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 2
• Spun into thread, ground into currency, crushed
  into vegetable oil, cotton tests the human
  imagination. As uses multiply, demand keeps
  growing for the plant that can be tough as rope
  and sheer as fine muslinor as useful as a terry
  cloth towel.
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Thread  Describes a type of cotton
• B. Cotton Correct. Cotton is what the passage
  is about
• C. Currency Describes a type of cotton
• D. Human imagination Is a completely different
  subject
• 2. List three supporting details The supporting
  details provide more information about the topic.
• Correct answers, see underlined supporting
  details in above passage.
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.
• A. Cotton is used to make currency Supporting
  Detail
•    B. Cotton has many uses Correct. This is what
  the passage is saying about cotton.
• C. Cotton can be rough or soft Supporting
  Detail
• D. Currency and vegetable oil are made from
  cotton Supporting Detail

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HEATING UP CRITICAL READING SKILLS
Section One Main Idea FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 3
• Cell Phones In Schools
• In the early 90s many schools banned cell phones
  and beepers. However, since the September attacks
  this policy is being revisited. Not only do teens
  want the ban lifted but parents as well. What
  Im hearing from parents is that they need their
  students to have these phones for a feeling of
  security, said Montgomery County, Maryland,
  school board president Nancy J. King. However,
  some still believe the phones are a distraction
  and should not be permitted in schools.
• 1. What is the topic of the story? Choose the
  best answer below.
• A. Security , Supporting detail
• B. School policies Supporting detail
• C. Cell phones Correct This is what the
  paragraph is about
• D. Banned Items, Supporting detail
• 2. List three supporting details The supporting
  details provide more information about the topic.
• Correct answers, see underlined supporting
  details in above passage
• 3. Examining the subject and the supporting
  details, what is the main idea of the extract?
  Choose the best answer below.
• A. Cell phones should remain banned at school
  Supporting detail
•    B. Cell phones should be allowed in school
  Supporting detail
• C. Revisiting the policy of banned cell phones
  Correct. This is what the passage is saying
  about cell phones.
• D. Students and parents want cell phones allowed
  in school Supporting detail

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HEATING UP CRITICAL READING SKILLS
Section Two Authors Purpose

• The authors purpose is the reason the author
  decides to write about a specific topic.  There
  are many reasons why an author writes. Sometimes
  there is more than one reason. The main three
  reasons are to
• Entertain To make the reader laugh
• Persuade To change the readers opinion
• Inform To educate the reader
• Knowing the author's purpose or why the article
  was written helps you in a few ways
• It helps your mind prepare for the type of
  information in the reading.
• It makes the article easier to summarize.
• It makes it easier for you to determine the
  article's main idea and important supporting
  details.
• The authors purpose of a passage can be easily
  identified by this simple process.
• Ask yourself all of the questions below.
• 1. Is the author trying to convince or change my
  opinion?
• If the answer is yes, the passage is to
  persuade.
• 2. Is the author relaying facts or trying to
  teach me something?
• If the answer is yes, the passage is to inform.
• 3. Is the author telling a story or trying
  entertain me?

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HEATING UP CRITICAL READING SKILLS
Section Two Authors Purpose

• Review the example below. Remember these steps
  when looking for the authors purpose.
• More Teen Girls Having Wrecks
• Over the last decade, American insurance
  companies have reported a 9 percent increase in
  the number of 16-year-old female drivers involved
  in crashes. With those changing numbers come
  changing costs for insurance. The nations
  largest insurer still charges high rates to
  insure teenage boys who drive. But the cost to
  insure teenage girls is going up, too
• From the above passage, we can determine that the
  authors purpose is to inform. Heres how
• 1. Ask yourself, did the author try to change my
  opinion or convince me to change my mind? The
  answer is no.
• 2. Now ask yourself, did the author give me facts
  or try to teach me something? The answer is yes.
  The author did in fact give you facts about
  teenage girls being involved in increasing car
  accidents. The author is trying to inform us.
• 3. Before you decide your answer. Ask yourself
  one more question. It is possible to have more
  than one answer. Did the author try to make me
  laugh or tell me a story? The answer is no.

Lets add a little more heat with some practice
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HEATING UP CRITICAL READING SKILLS
Section Two Authors Purpose

• Lets practice identifying the authors purpose.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  authors purpose.
• PRACTICE 1
• Alligators are dangerous animals! They are cute
  when they are small, and some people have tried
  to make them pets. As they grow older, the
  alligators grow very sharp teeth and gain lots of
  strength. They are not friendly animals and do
  not enjoy human company. It is uncommon, but
  alligators will attack humans. If you see an
  alligator, by all means, stay away from this
  dangerous animal!
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To inform
• B. To Persuade
• C. To entertain and persuade
• D. To persuade and inform
• (SEE END OF SECTION TWO FOR FEEDBACK AND TO CHECK
  YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Two Authors Purpose

• Lets practice identifying the authors purpose.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  authors purpose.
• PRACTICE 2
• Spun into thread, ground into currency, crushed
  into vegetable oil, cotton tests the human
  imagination. As uses multiply, demand keeps
  growing for the plant that can be tough as rope
  and sheer as fine muslinor as useful as a terry
  cloth towel.
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To persuade and entertain
• B. To persuade
• C. To entertain
• D. To inform
• (SEE END OF SECTION TWO FOR FEEDBACK AND TO CHECK
  YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Two Authors Purpose

• Lets practice identifying the authors purpose.
• Read the extract and answer the questions below.
  Remember to use the steps when determining the
  authors purpose.
• PRACTICE 3
• Cell Phones In Schools
• In the early 90s many schools banned cell phones
  and beepers. However, since the September attacks
  this policy is being revisited. Not only do teens
  want the ban lifted but parents as well. What
  Im hearing from parents is that they need their
  students to have these phones for a feeling of
  security, said Montgomery County, Maryland,
  school board president Nancy J. King. However,
  some still believe the phones are a distraction
  and should not be permitted in schools.
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To entertain and persuade
• B. To Persuade
• C. To Inform
• D. To persuade and inform
• (SEE END OF SECTION TWO FOR FEEDBACK AND TO CHECK
  YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Two Author's Purpose FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 1
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To inform, the passage gave us facts.
• B. To Persuade, the passage did not change your
  mind
• C. To entertain and persuade, the passage did
  not change your mind or make you laugh.
• D. To persuade and inform ,the passage did not
  change your mind but it did provide you with
  facts.
• PRACTICE 2
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To persuade and entertain, the passage did
  not change your mind or make you laugh.
• B. To persuade, the passage did not change your
  mind
• C. To entertain, the passage did not make you
  laugh.
• D. To inform, the passage gave us facts.
• PRACTICE 3
• Identify for what purpose did the author write
  this passage? Choose the best answer below.
• A. To entertain and persuade, the passage did
  not change your mind or make you laugh.
• B. To Persuade, the passage did not change your
  mind

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences

• The formal definition of Inferences or to Infer
  is the act or process of deriving logical
  conclusions from premises known or assumed to be
  true. WHAT?!
• Basically to infer or make an inference means to
  read between the lines. What other meaning
  could the author have? OR What did the author
  really mean by that statement?

• Inferences can be written words, spoken works,
  actual events, expressions, or even gestures.
• When reading for inferences
• Look for clues that direct you towards an
  unwritten conclusion.
• Examine the story clues that you found. If any of
  the clues contradict your inference, the
  inference is not correct.
• Match the story clues to your own understanding
• Identify personal conclusions that can be
  supported by the story clues.

Lets take the frog for example. What can you
infer from the cartoon? We can identify two
story clues. 1. He is not a prince. 2. He is a
great kisser. We know from our bedtime stories
if you kiss a frog, it will magically turn into a
handsome prince. However we know from the story
clues that the frog will not turn into a prince.
So we can infer that by kissing this frog,
nothing magical will happen. We can also infer
that the frog likes to be kissed. We could infer
that we would get warts if we kissed this frog.
We know this also. However, there are no story
clues to support that inference. Therefore it is
an incorrect inference.
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HEATING UP CRITICAL READING SKILLS
Section Three Inferences

• Lets try this again, but this time with a
  reading passage.
• Remember to look for story clues. When you find
  one, place a star next to it to help you
  remember it when we examine the clues. After you
  have marked your story clues, examine the clues
  and draw a conclusion or inference.
• For an example read the following passage. Note
  how there is a placed by each clue. Make an
  inference and see if yours matches.
• More Teen Girls Having Wrecks
• Over the last decade, American insurance
  companies have reported a 9
• percent increase in the number of
  16-year-old female drivers involved in
• crashes. With those changing numbers come
  changing costs for
• insurance.The nations largest insurer still
  charges high rates to insure
• teenage boys who drive. But the cost to
  insure teenage girls is going up,
• too
• From the story clues we know that
• 1. Insurance companies are reporting increases
  in 16-year-old female drivers.
• 2. Costs are changing.
• 3. Teenage boys have high insurance.
• 4. Teenage girl insurance is going up too.

Lets add a little more heat with some practice
20
HEATING UP CRITICAL READING SKILLS
Section Three Inferences

• Lets practice identifying inferences.
• Read the extract and chose the more appropriate
  inference below.
• PRACTICE 1
• Alligators are dangerous animals! They are cute
  when they are small, and some people have tried
  to make them pets. As they grow older, the
  alligators grow very sharp teeth and gain lots of
  strength. They are not friendly animals and do
  not enjoy human company. It is uncommon, but
  alligators will attack humans. If you see an
  alligator, by all means, stay away from this
  dangerous animal!
• Choose the more appropriate inference.
• A. Alligators are ugly when they are grown
• B. Alligators make dangerous pets
• C. Humans dont like alligators
• D. Humans like small, cute pets
• (SEE END OF SECTION THREE FOR FEEDBACK AND TO
  CHECK YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences

• Lets practice identifying inferences.
• Read the extract and chose the more appropriate
  inference below.
• PRACTICE 2
• Spun into thread, ground into currency, crushed
  into vegetable oil, cotton tests the human
  imagination. As uses multiply, demand keeps
  growing for the plant that can be tough as rope
  and sheer as fine muslinor as useful as a terry
  cloth towel.
• What does the author infer by the statement,
  cotton tests the human imagination? Choose the
  more appropriate inference.
• A. Cotton is a figment of the human imagination
• B. The uses for cotton are unimaginable
• C. Cotton is good for day dreams
• D. Uses for cotton may be as limitless as the
  human imagination
• (SEE END OF SECTION THREE FOR FEEDBACK AND TO
  CHECK YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences

• Lets practice identifying inferences.
• Read the extract and chose the more appropriate
  inference below.
• PRACTICE 3
• Cell Phones In Schools
• In the early 90s many schools banned cell phones
  and beepers. However, since the September attacks
  this policy is being revisited. Not only do teens
  want the ban lifted but parents as well. What
  Im hearing from parents is that they need their
  students to have these phones for a feeling of
  security, said Montgomery County, Maryland,
  school board president Nancy J. King. However,
  some still believe the phones are a distraction
  and should not be permitted in schools.
• What inference can you draw from the passage?
  Choose the more appropriate inference.
• A. Parents want to be able to contact their
  children during school hours in case of an
  emergency.
• B. Students want to be able to call their
  friends during school hours.
• C. Teachers think cell phones during school
  hours are a distraction.
• D. Teachers dont want the policy revisited.
• (SEE END OF SECTION THREE FOR FEEDBACK AND TO
  CHECK YOUR ANSWERS)

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 1
• Alligators are dangerous animals! They are
  cute when they are
• small, and some people have tried to make them
  pets. As they grow older, the alligators
  grow very sharp teeth and gain lots of
  strength. They are not friendly animals
  and do not enjoy human company. It is
  uncommon, but alligators will attack
  humans. If you see an alligator, by all means,
  stay away from this dangerous animal!
• Choose the more appropriate inference.
• A. Alligators are ugly when they are grown. Not
  supported by the story clues
• B. Alligators make dangerous pets. Correct.
  From the story clues above you should have come
  to this conclusion. We also knowfrom experience
  that alligators can be dangerous and not be the
  perfect pet.
• C. Humans dont like alligators. Not supported
  by the story clues
• D. Humans like small, cute pets. Not supported
  by the story clues

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 2
• Spun into thread, ground into currency,
  crushed into vegetable oil, cotton tests the
  human imagination. As uses multiply,
  demand keeps growing for the plant that can be
  tough as rope and sheer as fine muslinor as
  useful as a terry cloth towel.
• What does the author infer by the statement,
  cotton tests the human imagination? Choose the
  more appropriate inference.
• A. Cotton is a figment of the human imagination
  This inference is not supported by the story
  clues.
• B. The uses for cotton are unimaginable This
  inference is not supported by the story clues.
• C. Cotton is good for day dreams This inference
  is not supported by the story clues.
• D. Uses for cotton may be as limitless as the
  human imagination Correct. This inference can
  be supported by the story clues. We also know
  that the human mind has unlimited or immeasurable
  possibilities.

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HEATING UP CRITICAL READING SKILLS
Section Three Inferences FEEDBACK ANSWERS

• Review the feedback and answers for the practice
  questions. The correct answers are underlined.
• PRACTICE 3
• Cell Phones In Schools
• In the early 90s many schools banned
  cell phones and beepers. However, since the
  September attacks this policy is being
  revisited. Not only do teens want the ban
  lifted but parents as well. What Im hearing
  from parents is that they need their students
  to have these phones for a feeling of
  security, said Montgomery County, Maryland,
  school board president Nancy J. King. However,
  some still believe the phones are a
  distraction and should not be permitted in
  schools.
• What inference can you draw from the passage?
  Choose the more appropriate inference.
• A. Parents want to be able to contact their
  children during school hours in case of an
  emergency. Correct. This inference can be
  supported by the story clues.
• B. Students want to be able to call their
  friends during school hours. This inference is
  not supported by the story clues.
• C. Teachers think cell phones during school
  hours are a distraction. This inference is not
  supported by the story clues.
• D. Teachers dont want the policy revisited.
  This inference is not supported by the story
  clues.

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HEATING UP CRITICAL READING SKILLS
Conclusion
Congratulations !

• Youve completed this instructional module! You
  will be able to identify the main idea, the
  authors purpose and inferences from a given
  passage.
• Now that you have heated up your critical reading
  skills, take the post-test. It will help you
  measure your progress. Feedback and answers will
  be provided for you at the end of the assessment.
• Remember to use the steps and skills that you
  have learned in this module.