Determining importance "has to do with knowing why you're reading and then making decisions" about what you're reading. (p. 124). This skill requres the reader to to utilize the previously discussed keys - using background knowledge, making connections, making predictions, and most importantly, asking questions ("What is most important?")
The FIRST things readers should do is
- decide the purpose for reading
- search for new facts
- read with specific questions in mind
- understand that layout (especially in non-fiction text) gives you clues to what's important (p. 125)
To help students develop their use of this Key, start by teaching your students about the layout of the textbook (or novel, passage, etc.) - do this early in the school year/semester/term, or at least early in the unit/hapter that you're working on with the kids. Help them determine the REASON they are reading this text/selection, and give them - or help them come up with their own - question(s) to answer while they're reading.
The authors suggest reading with a pencil/pen/highlighter in hand, or using sticky-notes or tape flags to indicate important items, questions, connections, etc. Most of the time, we can't do this, right? Can you make copies of the first page or two to model and help kids practice? Run an overhead or scan the document and show it on your projector?
Synthesis: According to the authors (p. 131), "When readers synthesize, they identify the essential story line and ask, What does it all mean to me?"
In my opinion, this is where the science of teaching meets the art of teaching - as well as where the science and art of reading meet. How do you craft those questions that stimulate kids to apply background knowledge? How do you select text that kids will want to read, and how do you get kids to want to read those darned-old textbooks? Pages 132 through 145 give lots of concrete examples to help out.
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