Critical Thinking Reading and Writing Skills.pptx

Core Subject Description
• The development of reading
and writing skills as applied to
a wide range of materials
other than poetry, fiction and
drama.

Content
 Reading and Thinking Strategies
across Text types
a. Text as Connected Discourse
b. . Techniques in Selecting and
Organizing Information

c. Patterns of Development
d. Properties of well-written
text

 Text and Context Connections
(Critical Reading)
a.Critical Reading as looking for
Ways of Thinking
1. Explicit and Implicit Claims in
a Text
2. Context of Text Development

b. Critical Reading as
Reasoning
1.Formulating Evaluative
Statements
2.Determining Textual Evidence

Purposeful Writing in the
Disciplines and
Professions

Content Standard
The learner……..
 Realizes that information in a
written text may be selected
and organized to achieve a
particular purpose.

 Understand the relationship of
a written text and the context
in which it was developed.

 Understands the requirements of
composing academic writing and
professional correspondence.

Performance Standard
The learner……
 Critiques a chosen sample of
each pattern of development
focusing on information
selection, organization, and
development.

Writes a 1000-word critique of a selected
text on the basis of its claim/s, context,
and properties as a written material.
Produces each type of academic
writing and professional correspondence
following the properties of well-written
texts and process approach to writing.

Objectives
By the end of the
lesson, you will have
been able to:

Define critical thinking;
Differentiate critical from non-critical thinking;
Formulate higher-order questions from text;
Answer critically the given questions from a
text; and
Apply the principles of critical thinking in
various situations.

A couple went on the climbing trip, but
only the husband returned from the
vacation. He claimed that his wife slipped
while climbing and died. After
investigating, the local sheriff arrested the
husband and told him, “We determined
that you committed the crime, thanks to
the tip of your travel agent who called and
claimed you murdered your wife.

Question
 How did the agent
know that the wife
was murdered?

Critical Thinking
Vs.
Non-Critical thinking

Learning to develop your
ability to think critically will
help you succeed
academically and
professionally.

Non-critical thinking happens when you
simply accept the things you are told
without examining them. It also
happens when you happens when you
construct thoughts based on emotions.
More over critical thinking leads people
to jump to conclusions without proof or
evidence

Critical thinking, involves a series of
complex thought processes which allows
you to make reasons judgments, assess the
way you think, and solve problems
effectively. As a student, you can employ
critical thinking when you actively listen to
class discussion and formulate questions,
when you write your reports and explain
your ideas, and when you make projects
and analyse the process

Levels of Thinking
Bloom’s Taxonomy of the
Cognitive Domain

Category
Examples, key words (verbs), and
technologies for learning (activities)
Remembering: Recall or retrieve
previous learned information.
Examples: Recite a policy. Quote prices
from memory to a customer. Recite the
safety rules.
Key Words: defines, describes, identifies,
knows, labels, lists, matches, names,
selects, states
Technologies: book marking, flash cards,
rote learning based on repetition, reading

Understanding: Comprehending the
meaning,
translation, interpolation, and
interpretation of
instructions and problems. State a
problem in
one's own words.
Examples: Rewrite the principles of test
writing. Explain in one's own words the
steps
for performing a complex task. Translate
an
equation into a computer spreadsheet.
Key Words: comprehends, converts,
defends,
distinguishes, estimates, explains,
extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy,
participating
in cooperative learning, taking notes,
storytelling, Internet search

Applying: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into novel
situations in the work place.
Examples: Use a manual to calculate an employee's
vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates, shows,
solves, uses
Technologies: collaborative learning, create a process,
blog, practice

Analyzing: Separates material or concepts
into component parts so that its
organizational structure may be
understood. Distinguishes between facts
and inferences.
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required tasks
for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls, debating,
questioning what happened, run a test

Evaluating: Make judgments about the
value of ideas or materials.
Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes, critiques,
defends, describes, discriminates,
evaluates, explains, interprets, justifies,
relates, summarizes, supports
Technologies: survey, blogging

Creating: Builds a structure or pattern
from diverse elements. Put parts together
to form a whole, with emphasis on creating
a new meaning or structure.
Examples: Write a company operations or process manual.
Design a machine to perform a specific task. Integrates
training from several sources to solve a problem. Revises
and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network
with others

Exploring the First Three
Levels of Thinking

Asking intelligent questions leads to a better
understanding of events and ideas. Note that this
is a key factor in thinking critically. Acquiring this
skills already starts with a first three levels of the
revised taxonomy. To learn more about them,
read the following situation and answer the
succeeding questions.

In summer before Pia became a Grade 11 student,
she decided to volunteer in a non-government
which run a shelter for a street children. During her
orientation, she was told to report incidents of
street children engaging in illicit activities. One day,
she found one of the children who used to go to
the shelter picking pockets in the market, so she
went to talk to him. He said that his father
threatened to beat him up if he will not hand
enough money by the end of the day.

What did Pia do
during the
summer?
Answering the question
requires you to recall the
information you just read. This
is remembering; and recalling
of information.
Remember by asking
questions which aim to
define, memorize, or state
information.

What can you
say about the
situation of the
street children?
To draw this question, you have to
draw your own interpretation based
on what you read. This is called
understanding. It refers to the
construction of meaning from
verbal and non-verbal messages.
Understand by asking questions
which discuss, describe,
paraphrase, or explain information.

If you were Pia,
how would you
approach the
incident of
seeing one of
the children?
You have to draw on the knowledge
you learned to use it on the situation;
this is applying. Applying refers to the
use and implementation of knowledge
in various situations.
Apply knowledge by asking questions
which demonstrate, solve, or use
information.

Critical thinking does not stop at remembering,
understanding and applying. It also involves
analysing, evaluating, and creating. These cognitive
processes are considered as Higher- order thinking
skills. Once you reach the highest level of thinking,
you should be able to look at things from different
perspectives, decide without being manipulated by
emotions, and avoid biases and fallacies. You should
be able to distinguish facts from opinions and link
newly encountered information to previous
knowledge.

Pia reported the incident regarding the street
child to her volunteer organization. They
contacted the proper authorities to help the
child to apprehend his father. However, they
were told that it was already reported months
before, and that the authorities will look into the
issue once they have the time, as they have
other priorities.

Based on the response of
the authorities, what
inference can you make
regarding their treatment
of the case?
In answering, you have to examine
the causes and make inferences
based on them. This is called
analysing. It focuses on breaking
down ideas into parts and relating
these parts to another.
Analyze by asking questions which
compare, integrate, or structure
information.

Is the reaction of
the authorities
justified?
When thinking of your answer,
weigh the pros and cons to judge
the action. This is called
evaluating. It refers to making
judgements on the value and
validity of ideas and events.
Evaluate by asking things which
judge and test an idea based on
a certain rules or standards.

How would you
illustrate the
highlights of the
events, including
the first part,
through a four-
panel comic strip?
While making the comic strip, you
have to synthesize the parts to turn
them into out put. This is known as
creating. It involves combining
parts to form a well-designed
whole.
Creating does not only mean
making something concrete. You
can also ask questions which aim to
produce, design, or construct new
information or ideas?

Qualities of a Critical Thinker
Someone who thinks critically is inquisitive; he/she
asks genuine questions that lead to a better
understanding of things and events. He/ she does
not pretend to know more than what he/she
actually knows. Moreover, by analysing and
evaluating , a critical thinker does not settle for a
superficial level of interpretation. Instead, he/she
investigates and digs deeper.

Importance of Critical
Thinking
In the area of reading, critical thinking makes you
recognize makes you recognize different texts and
react to them intelligently. It enables you to
analyse written works, comprehend the message
they convey, and apply the message the
message in real life. Evaluating texts critically also
allows you to maximize the learning experience
that reading provides. This also leads to a better
understanding and enjoyment of text you read.

Direction: Write C if the situation reflects critical thinking and N if it shows non-critical thinking.
1. Ariel accepts arguments without supporting information.
2. Carmina asks for clarification on some of the contradictions mentioned by the speaker.
3. Donna usually looks for mistakes committed by her classmates.
4. Janice reads very few articles for her research paper.
5. Jerry focuses in literal questions during debate.
6. Kendra disregards information which contradicts her beliefs.
7. Kent tries to identify the fallacies used by the authors in their editorial.
8. Lita does not change her position despite substantial proofs that counter her arguments
9. Nimpha lets her imagination and ideas flow when confronted with the real problems
10. Tomas explores all the possible answers to his problem.
11. Peter asks questions during seminars to show his near-native accent
12. Rino lets himself be guided by anger when he faces anger.
13. Ayah takes notes of all the things that her teacher is explaining during the lecture.
14. Teddy is selective in writing the information explained by his teacher.
15. Tony evaluates the efficiency of his solution to a problem.

Identify and discuss one common problem in the communities you
live in. Using critical thinking and the following problem-solving
framework, propose the best solution for your problem.
 Identify the problem.
Describe the problem by analysing it.
Give possible alternatives.
Explain each alternative and give its advantages and
disadvantages.
Choose the best solution. Justify your choice.
Evaluate the possible effectiveness of the chosen
solution.

 The Philippines is visited by an average of 19 typhoons annually.
With these come other disasters, one of which is the storm surge.
A storm surge is an abnormal rise of water primarily caused by the
strong winds of a typhoon. It is produced when the wind
circulation near the eye of the typhoon blows on the surface of
the sea or ocean. This produces a vertical circulation of the
ocean which is disrupted by the ocean floor once it reaches the
shallow coastal area. Since the water cannot go down anymore,
there is no way but to go inland. A storm surge is further
aggravated during high tides. For instance, a 20-feet storm surge
on top of a 3-feet high tide will produce a 23-feet storm surge.
The highest recorded storm surge in history is 43 feet at Bathurst
Bay.

Identify the location of the main idea
in the paragraph.
Summarize the paragraph in two
sentences.
Without looking at the text, rewrite as
much information as possible.

Read the following excerpt.
The Metamorphosis
-franz Kafka
One morning, when Gregor Samsa woke from troubled
dreams, he found himself transformed in his bed into a
horrible vermin. He lay on his armor-like back, and if he
lifted his head a little he could see his brown belly, slightly
domed and divided by arches into stiff sections. The
bedding was hardly able to cover it and seemed ready to
slide off any moment. His many legs pitifully thin compared
with the size of the rest of him, waved about helplessly as
he looked.

Prereading Stage
It aims to induce the reader’s motivation to read and
activate their schema or background knowledge.
Activities done during this stage include previewing,
freewriting, surveying, questioning, making assumptions
about the author, identifying the purpose, and selecting
a reading system such as SQ3R ( survey, question, read,
recite, review).

While-reading Stage
Rereading the text the text until you fully
understand its meaning. The specific skills in this
stage include getting the meaning of words
trough context clues, predicting, inferencing,
monitoring comprehension, annotating the text
and reflecting.

Postreading Stage
Checking your understanding of the text. The
skills include reflecting, summarizing,
paraphrasing, drawing conclusions, making
graphic organizers, and journal writing.

Basic Reading Skills
1. Rapid Reading – aims to locate specific information or main ideas in a very short span
of time. Examples of this include skimming and scanning, which are both prereading skills.

Skimming
It is a type of quick reading which aims to get the main
idea and to get an overview of material . It usually done
when reading newspapers, magazines, books, and letters.
The following are some techniques for effective skimming.
a. use your finger as a guide when reading across the
line.
b. Focus more on the first and last sentences of each
paragraph; they usually contain the main idea of the text.

Locating the main idea
 It involves the identification of the central message of reading
selection.
 The main idea is usually found in either or both the first and the last
sentences of a paragraph, but it may also appear in the middle or
may simply be implied and not explicitly stated in the text.
Levels of ideas in a
paragraph
MAIN IDEA
Major details
Minor details
Directly support the
main idea
Directly support the
major idea

Some techniques in locating the main idea.
a. Identify the topic or the subject of a text
b. Take note of transitional devices such as thus, therefore,
to conclude, and to sum up, as they may signal the main
idea.
c. Validate your identified main idea by analysing if all
supporting details directly or indirectly support it.

Scanning
 A quick reading strategy which aims to get specific information
from a given text.
 Develop this skill further by applying the following tips.
a. Be clear with the information that you need. Check if you are
looking for date, figure, person, place, or event, and then focus
on that specific information.
b. Avoid reading every word; focus on what you need.
c. Relax your eyes as you move them across the lines rapidly.

Previewing
 Is a skill wherein a reader looks over a material and focuses on the
information he/ she fins relevant. Previewing also allows readers to
set the purpose and link the content of the material to their
background knowledge. It is conducted during the prereading
stage.
 Effective previewing involves clarifying the purpose, reading the
title and headings, and checking the illustration and other visuals.
Browsing, or inspecting unhurriedly, the table of contents,
introduction, or summary, is also a previewing technique.

Literal Reading
 Involves the understanding of ideas and facts that are directly stated in the printed
material. Skills under this category include note-taking, paraphrasing, and summarizing.
These are done in the postreading stage.
 The following are some strategies in summarizing.
a. annotate, i.e., add notes to the original text to highlight important ideas, but avoid
putting your own comments.
b. If you are summarizing a text with multiple paragraphs, get the main idea of each
paragraph and write them in your own words. Combine them into a coherent article
using transitional devices.
c. Ensure accuracy by comparing your summary to the original.

Inferential Reading
Refers to the process of deducing facts and ideas not
directly express in the text. It is also known “reading
between the line”. This skill includes making
generalizations, inferences, and conclusions. This is
applied during the while-reading stage.

Critical Reading
Refers to the close and thorough evaluation of the
claims in the text in terms of relevance, validity, and
logic. This skill includes distinguishing facts from opinions
and detecting logical fallacies. As with inferential
reading, critical reading happens in the while-reading
stage.

Types of Reading
Ryan reads a long
text to improve his
reading
comprehension skills.
Karen reads her
favourite book, To Kill
a Mockingbird, to
relax after a long day.
Felipe reads a
college application
form to understand
how to fill it out.
Francis reads a
pronunciation chart
with his teacher to
help him correct his
pronunciation of
diphthongs.
Developmental
reading
Pleasure reading Functional reading Remedial reading
A systematic
instruction which aims
to develop the
student’s reading skills
A more passive type
of reading that
primarily aims to
provide enjoyment
and entertainment
Designed to help
students learn basic
functional reading
ability
Aims to correct the
effects of poor
teaching and poor
learning.

Graphic Organizers
 Are visual representations of concepts that help us structure
information into organizational patterns. They present essential
information and connect these pieces of information into a
coherent framework.
 They are helpful tools for brainstorming, facilitating reading and
writing, promoting active learning, and accessing previous
knowledge and experiences. Through graphic organizers, you
can focus your attention on key elements and help you integrate
new knowledge into your current knowledge.

Types of Graphic Organizers
 Venn Diagram- is used to compare and contrast ideas and events. This diagram uses two or
more overlapping circles to show similar and different attributes.

Network Tree
 Is used to present hierarchy, classification, and branching. It is useful in showing
relationships of scientific categories, family trees, and even lineages.

Spider Map
 Also known as sematic map- is used to investigate and enumerate various aspects of
central idea, which could be a concept, topic, or theme. This central idea is placed at the
map. The main idea is placed along its diagonal line, while details of the main are placed
on sides of the diagonals.

Problem-Solution Map
 Displays the nature of the problem and how it can be solved. This map usually
contains the problem’s description, its causes and effects and logical solutions.

Timeline
 Is used to show how events occurred chronologically through a long bar labelled with dates
and specific events. Timelines can be linear or comparative. A linear timeline shows events
happened within one period while a comparative timeline shows two sets of events that
happened within the same period.

Plot Diagram
 Is a tool used to map events in a story. It is used to analyse the major part of a plot.

Series of Events Chain
 Is used to show the logical sequence of events.

Fishbone Map
 Is used to better understand the causal relationship of a complex phenomenon. It shows
the factors that cause a specific event or problem, as well as details of each cause.

Cycle
 Describes how a series of events interact to produce a set of results repeatedly.

Persuasion Map
 Is used to map out arguments and evidence that prove a viewpoint. This map is
especially useful when processing persuasive or argumentative text.

Critical Thinking Reading and Writing Skills.pptx

Critical Thinking Reading and Writing Skills.pptx

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