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s4 Reading Evaluating Sources

reading-evaluating-sources

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22 views7 pages

s4 Reading Evaluating Sources

reading-evaluating-sources

Uploaded by

Angel Li
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Evaluating sources
Stage 4
Learning focus
Students will learn to evaluate the accuracy of sources. Students will explore the tools and techniques used
to add authority to texts and what to look for to assess credibility.

Syllabus outcome
The following teaching and learning strategies will assist in covering elements of the following outcomes:
 EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
 EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies
 EN4-3B: uses and describes language forms, features and structures of texts appropriate to a range
of purposes, audiences and contexts

Year 7 NAPLAN item descriptors


 identifies the effect of a sentence in an information text
 evaluates the accuracy of statements using information from a speech
 evaluates the accuracy of statements using information from a text
 evaluates the accuracy of statements using information from an information text
 evaluates the presence of information in a persuasive text
 evaluates the presence of information in the orientation for a narrative

Literacy Learning Progression guide


Understanding Texts (UnT9-UnT11)
Key: C=comprehension P=process V=vocabulary

UnT9
 identifies the main themes or concepts in moderately complex texts (C)
 summarises the text identifying key details (C)
 selects reading/viewing pathways appropriate to reading purpose (scans text for key phrase or close
reading for learning) (P)

education.nsw.gov.au
UnT10
 synthesises information from a variety of complex texts (C)
 reads and views moderately complex or some sophisticated texts (See Text Complexity) (C)

UnT11
 derive a generalisation from abstract ideas in texts (C)
 identifies relevant and irrelevant information in texts (C)

Resources
 Informative vs persuasive analysis (Appendix 1)
 Is it credible? (Appendix 2)
 Online scavenger hunt guide (Appendix 3)

Where to next?
 Text features
 Author perspective and bias
 Audience and purpose

Teaching strategies
Task 1: What is fact and what is fiction?
1. Venn diagram: Teacher leads a discussion on the differences between fact and opinion. Students
add ideas into a Venn diagram to determine similarities and differences. Using this information, co-
design a set of criteria to determine a fact or opinion.
2. Students use a nonfiction text that has elements of both informative and persuasive text features and
colour-code what is fact and what is fiction (see Appendix 1). Students identify five key points from
each text and find evidence to support each point.

2 Reading: evaluating sources Stage 4


Task 2: Evaluating sources
1. Students research the phenomena of "Fake News". Students work in teams to find an example of
“Fake News’ explore how the topic is being sold as credible. Is it the language used? The experts
used? Using statistics? What is being omitted? Students report back to class on their findings. Some
examples which students might research could be climate change statistics and people claiming to
have recovered from diseases to sell their ‘medicine’. This research will form the basis for a class
discussion on the importance of evaluating a source for credibility and validity.
2. Using a Venn diagram, students explore the differences between credibility and validity – are they
interchangeable? Students research both terms and discuss differences and similarities between the
two. Students might suggests texts that are both credible and valid, or perhaps might be valid but not
credible and so on.
3. Using source evaluation checklist (Appendix 2) as a guide, in groups, students determine their own
criteria to determine credibility of a source. Share ideas with the class and brainstorm a list of key
features to ensure each criteria has these. The features might include:
 Composer’s authority (e.g. being an expert in a given field)
 Text structure
 Currency (date published or updated)
 Syntax and punctuation
 Using quotes, references, experts, organisation names and reputations
 Supporting images (diagrams, maps, photographs)
 Captions
4. Students analyse a range of text samples to determine credibility using a different group’s criteria.

Task 3: Evaluating web sources


1. Discuss who can create information on the web. Review looking at the URL to help determine
credibility. Have students give these sources a ranking out of 5 and discuss possible bias and
considerations on authority and validity.
.org: an advocacy website, such as a not-for-profit organisation
.com: a business or commercial site
.net: a site from a network organization or an Internet service provider
.edu: a site affiliated with a higher education institution
.gov: a federal government site

2. Introduce online scavenger hunt guide (Appendix 3) and how it can be used to analyse websites used for
research on current unit of learning. Invite students to make additions to the appendix.

© NSW Department of Education, Nov-24


Appendix 1
Informative vs persuasive text analysis
 Colour code language and text features which are typically persuasive and those which are
informative.
 What is the purpose of this text? How do you know this?

4 Reading: evaluating sources Stage 4


Informative vs persuasive text analysis
 Colour code language and text features which are typically persuasive and those which are
informative.
 What is the purpose of this text? How do you know this?

© NSW Department of Education, Nov-24


Appendix 2
Is it credible?

Purpose
Is the purpose to inform,
persuade/sell or to
entertain?

Author
Accuracy Who wrote the text? Are
they an expert? Is there bias
Does it have facts? in the text? Who benefits
Statistics? Does it use from this text? Are there
quotes? Is it factual or an How authorities on this topic?
opinion piece? credible
is it?

Authority
Currency Is the syntax correct? What
How recently was the technical language is
text written? When was it used? Subject-specific
last updated? language? Are there
referenced facts and data?

6 Reading: evaluating sources Stage 4


Appendix 3
Online scavenger hunt

www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/368/Digital%20Citizenship%20class-1-become-
an-online-sleuth.pdf

© NSW Department of Education, Nov-24

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