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MARKING THE TEXT
Transcript of MARKING THE TEXT
When should it be used?
-Marking the Text should be used
whenever students are asked to read academic texts
-When using this strategy for the first time,
students should read through once before making any marks
during subsequent readings.
with practice, students will be able to use all marks
during the first read.
Why should it be used?
-When students mark texts actively and with purpose, they are
engaged in "meaning making."
Students will be able to ...
understand information more deeply.
quickly reference information as
analyze texts with higher complexity.
How is it used?
-Before reading the piece of text, a
reading purpose must be determined
-This can be identified ahead of time by
surveying the text
, or by
deciphering what the performance task/writing task is asking
the students to complete.
-Based on the reading purpose, students will
underline or circle information in the text that is relevant
making it easy to locate for later use.
Consistency is key!
Even though the reading purpose determines what students marks, the types of marks never change.
MARKING THE TEXT
Marking the text is an
active reading strategy
that asks students to identify information in the text that is relevant to the reading purpose.
There are three distinct marks:
MARKING THE TEXT: STEP ONE
NUMBER THE PARAGRAPHS
-Before reading, number the paragraphs in the section you are planning to read.
-Write the number near the paragraph indention and circle the number.
-Paragraph numbers will be used to easily refer to specific sections of the text.
MARKING THE TEXT: STEP TWO
Circle Key Terms, Names of People, Names of Places, and/or Dates
In order to identify a
, consider if the word or phrase is...
-defined by the author
-used to explain or represent an idea
-used in an original (unique) way
-a central concept or idea
-relevant to one's reading purpose
MARKING THE TEXT: STEP THREE
Underline an Author's Claims
- A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author's assertion.
-A claim may appear anywhere in the text and may not appear explicitly.
-An author will make several claims and may signal his or her claim in the text.
MARKING THE TEXT: STEP THREE CONTINUED
Underline Relevant Information
-While reading informational texts, read carefully to identify information that is relevant to the reading task/purpose.
Relevant information might include:
Text Article from AVID Weekly:
"Advice on college essay: Forget tears and Christmas"
-Emily Farrell (October 17, 2013)
This lesson will follow AVID's critical reading process:
1. Prereading (Before Reading)
2. Interacting with the Text (During Reading)
3. Extending beyond the Text (After Reading)
"Common Core College and Career Readiness Standards"
Addressed in Critical Reading Lesson:
R.1- Read closely to determine what the text says explicitly and to make logical evidence when writing and speaking to support conclusions drawn from the text.
R.8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
In the article "Advice on college essays: Forget tears and Christmas," Emily Farrell urges applicants to avoid writing the standard essay that brags about accomplishments, but recommends instead a less traditional topic that provides a good storyline. As you read, circle key terms and underline essential ideas (evidence) that illustrate Farrell's argument/assertion (claims).
-Develop students' understanding of the subject
(Discussion questions, Quickwrite, KWL, etc.)
-Build Vocabulary (Key Concepts & Definitions)
-Survey the Text & Make Predictions
-Evaluate Publication and Author Information
-Determine Credibility of Source
(Interacting with the Text)
Using the "Marking the Text" Strategy...
1. Number the Paragraphs
2. Read through the text once- No Marking
3. Read the text again- Circle Key Terms
4. Discuss with your elbow partner
5. Read the text again- Underline Author's Claims
(Label Claims with a C)
6. "Stand.Share.Sit." with your group
7. Read the text again- Underline Evidence used
to support Author's Claims. (Label Evidence
with an E).
(Extending Beyond the Text)
Writing Prompt: Summarize the claims made in Emily Farrell's article "Advice on college essays: Forget tears and Christmas." Evaluate the evidence used to advance her position. What does Farrell want her audience to consider as a result of reading this text?
Note: Closing activities do not need to be extensive writing assignments, but students should have opportunities to write about what they've read. Other extension activities include, but are not limited to "The One Pager", Argument Statements, Sentence Starters, "Say, Do, Mean" Summaries, IVF Summaries, Socratic Seminars, Four Corners, & the 3-Part Source Integration Writing Exercise.
Note: Other active reading strategies may be used as well. These include Pausing to Connect, Writing in the Margins, and Charting the Text.
Use this Strategy in your Classroom!
Incorporate the strategies you have learned today in an upcoming lesson. Try out the strategy and send examples of how you used it in your classroom!
Stephanie Senteno-Tapia, M.Ed.
AVID Site Coordinator/English Teacher
El Rancho High School
562-801-5355 ext. 200