This category involves thinking deeply and analytically about a text. It closely connects to the category of "inferring." Good readers evaluate their books and extend their thinking before they read, while they read, and after they read. I assess this skill by discussing books with students and by looking for evidence of deep thinking in their written responses.
1. Evaluating a story means making judgments about the story.
Is it interesting? If so, what exactly made the text interesting? If it isn't interesting, what should the author have done differently?
Is it confusing? What parts are confusing? What makes it so confusing? How could the author have made it easier to understand? How DID the author make it easier to understand?
Is this story similar to other books the author has written? What seems the same?
Do you think the information is accurate? Why do you think so?
Is the author qualified to write about this topic? How do you know?
Would you recommend this book to someone else? Why or why not? What type of person would enjoy this book?
2. Extending your thinking means using the story as a springboard to deeper, more creative thoughts.
For biographies and histories - What is the author's big idea, or theme? How do you know?
For expository nonfiction - What is the main idea, or point, of the text? How do you know?
What does this story remind you of? Does it remind you of another book, something about your life, or something you know about the world?
What questions do you think of as you read? Did your questions get answered?
How does the new information you learned fit into what you already knew about the topic? Are there any differences? Why would there be differences?
Like the skill of inferring, the best way to practice evaluating and extending thinking is to simply ask your child to retell a book, a section, a chapter, or even a paragraph. Then ask the all-important question: What do you think about that?