Structured Overview of

III. Guided Practice

The instructor:
  1. Has the group read a second passage from Canada Votes, Who Can Vote, pages 8 and 9.

  2. Guides the large group through the Before reading portion of the Self Questioning technique, recording group responses as shown:

    What Do I Already Know? - I need to be eighteen and a Canadian citizen.

    What Do I Want to Find Out? - How do I get on the list?

  3. Directs participants and volunteers to use the Self-Questioning guidelines During their reading of the selection and asks them to consider the After reading questions when they have finished (Box 26).
IV. Summarizing Concepts

The instructor:
  1. Guides a group sharing of the After reading questions, at the same time listing the ideas on the chalkboard or chart paper, as suggested in the following:
    What are the important details?
    What sections tell me that?

    We need to be:

    Eighteen or over, (Paragraph 1)
    Canadian citizens, (Paragraph 1)
    On the voter's list, (Paragraph 1)
    Not in prison, (Paragraph 2)

    What new information did I learn?

    Not in prison

    Do I need to go back and reread?

    Confirm that there is a voter's list we have to be on

  2. Asks whether there are some questions generated Before reading that are not answered:

    How do we get on the list?

  3. If a question(s) remains unanswered, as in the above, discuss what to do about the unanswered question(s):

    a) First, decide whether the question(s) is/are still important enough to, warrant looking for an answer(s) and

    b) If so, check the table of contents, headings, the index or other sources to see where the answer(s) may be found.

    NOTE: In this case, there is a section, Get on the List, easily located in the Table of Contents. This section could be read after completing the discussion on Who Can Vote? Or at a subsequent session or at home, to be discussed next session.

  4. Reinforces the value of the Self-Questioning strategy by drawing attention to:

    a) How the questions help readers look for information and remember it.

    b) How some information was interesting, but not necessarily important in answering the question Who Can Vote? For example:

    The point that ethnic background, sex and religion do not restrict Who Can Vote?

    That judges couldn't vote, but now can.

    That a dog's name was found on the voter's list     and

    c) How the unanswered questions provide direction for further reading.

  5. Invites an open discussion comparing who can vote in Canada with who can vote in other countries - such as the United States, El Salvador, etc. (Understanding is enhanced by making connections with personal experiences.)
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