Guide
Name
Fact-Based and Issue-Based Article Analysis
Description
Fact-Based and Issue-Based Article Analysis frames are used to collect and organize information and points of view from newspapers, magazines, and other expository media. These frames help to develop students' analysis and evaluation thinking skills and provide opportunities for students to represent their thinking.
Purposes
- [Statement] In order to plan for instruction and assessment think about your learners' needs and your goal. What is your purpose for using Fact-Based and Issue-Based Article Analysis? [Cluster] - [Statement] To demonstrate understanding of techniques and elements used by authors (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students use Fact-Based and Issue-Based Article Analysis frames to differentiate between verifiable facts and issues or points of view. [Cluster] Cluster 2.3- Comprehending: Reading/Listening/Viewing - [Statement] To demonstrate understanding of vocabulary (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students recognize the signal and transition words used in Fact-Based and Issue-Based Articles. [Cluster] Cluster 2.3- Comprehending: Reading/Listening/Viewing
Specific Learning Outcomes LICT Descriptors How To Do
Related Information
- Provide students with copies of both the Fact-Based and Issue-Based Article Analysis frames. Select text for students to analyze, or ask students to choose their own article. Have students read the article and determine whether it is fact - or issue-based. Have students complete the appropriate frame. Model and provide guided practice before students complete Fact-Based and Issue-Based Article Analysis frames independently. Fact-Based and Issue-Based Article Analysis require sophisticated cognitive reasoning and may be more appropriate for upper Middle Years and Senior Years students. Reading from Another Point of View: This strategy helps students to recognize and comprehend texts from various points of view. Used in conjunction with Fact-Based and Issue-Based Article Analysis frames, this strategy may help students develop analytical skills. Reading from Another Point of View
Variations Assessment / Think Abouts
Construct student-generated assessment criteria for a completed frame (e.g., what does a quality fact-based or issue-based frame look like?) Criteria could then be used to develop rubrics or rating scales. Constructing Student-Generated Criteria for Quality Work Criteria Setting: Constructing Student-Generated Criteria
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
Have students select completed frames for inclusion in their portfolios as evidence of their growth in reasoning and analytical skills. Portfolios References
- Success for all Learners: A Handbook on Differentiating Instruction, A Resource for Kindergarten to Senior 4 Schools (p. 6.70- 6.72)
Keywords
- newspaper
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -