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Marking the Text

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by

Maria Vlahiotis

on 6 October 2014

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Transcript of Marking the Text

Critical Reading
Using AVID Strategies

Marking the Text
Pre-reading: Develop Students' Understanding of the Subject
Two More Prereading Steps
Marking the Text
Maria Vlahiotis
Secondary Literacy Coach, DUSD
vlahiotismaria@dublinusd.net
http://tinyurl.com/secondarycoaches
Twitter: @DublinLitCoach

Kara Holthe
Assistant Principal, Dublin High School
holthekara@dublinusd.net

What is It?
active reading strategy
students identify relevant information
numbering paragraphs, underlining, circling
How Do I Use It?
you will present a reading purpose
students will number the paragraphs
they will underline or circle relevant information
consistency is key
When Should I Use It?
whenever students are asked to read academic texts closely!
begin with having students read the text once before marking it on subsequent readings
eventually, students will mark the text on their first reading
Why Should I Use It?
students will understand the information more deeply
students will be able to quickly reference information as EVIDENCE
students will be able to access texts of higher complexity
Based on the Wordle below, write down a few sentences in which you predict what the article will be about.
www.wordle.net
Discuss:
College should offer free tuition to all students who academically qualify for admission.
Quick-write:
High school graduates and college dropouts often cite financial obstacles as the reason that they either do not plan to attend college straight out of high school, or are unable to complete their college education. What is your position on the topic? Explain.
Other Pre-reading Possibilities
Building Vocabulary
Key Concepts:
public colleges
free tuition

Vocabulary:
patchwork (par. 2)
citizenry (par. 4)
profligate (par. 6)
surtax (par. 8)
misallocated (par. 11)
potpourri (par. 14)
provide definitions
infer meanings of words through context clues
look up words in the dictionary
draw the words
use a semantic map
discuss each word with whole class
Making Predictions
Survey the text (macrostructure--more on this next session!)
Make predictions (based on title, photos, etc.)
Number the Paragraphs
Now we can reference where we found our information!
Circle Key Terms
Consider if the word/phrase is:
repeated
defined by the author
used to explain or represent an idea
used in an original or unique way
a central concept or idea
relevant to one's reading purpose
Underline the Claims
A claim is an arguable statement or assertion made by the author.

Opinion: I like pizza better than pasta. (no evidence--no right or wrong)

Claim: The governor has continually done the community a disservice by mishandling money. (arguable assertion based on evidence)
Writing in the Margins
Six Strategies at a Glance
Visualize
Clarify
Respond
Summarize
Connect
Question
Next Steps
Incorporate the strategies you have learned today to an upcoming lesson.
Try out the strategy by the next time we meet.
We will begin next session with feedback as to how the lesson went, and move on to a new strategy!
https://www.teachingchannel.org/videos/problem-solving-with-technology
Full transcript