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AVID Critical Reading - 80 minute overview

Presented to Roberts Instructional Aides, October 3, 2012.

Laurelin Andrade

on 13 February 2013

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Transcript of AVID Critical Reading - 80 minute overview

An Introduction
October 3, 2012 AVID - Critical Reading Thorough - Probing - Precise Critical Reading Quick write: Is it the responsibility of schools to teach students to be "good" people? Pre-Reading What we did: During Reading What we did: Post-Reading What's AVID? AVID = Advancement Via Individual Determination
College readiness system
Started in 1980 with 38 students
Now serves over 425,000 students
Focuses on the academic middle.
Philosophy: Hold students accountable to the highest standard, provide academic and social support, and they will rise to the challenge. What we did: What else we could have done: Pre-teach vocabulary and/or background information
Ask students to share what they already know about the topic
Make predictions - based on the title, visual clues, the first and last paragraph, etc.
KWL (Know - Want to know - Learned) chart Mark the text
Turn n' Talk
Table talk
Reciprocal reading What else we could have done: Writing in the margins (visualize, summarize, clarify, connect, question, respond)
Circle key terms (key vocabulary, unknown words, dates, names - specify in advance)
Chart the text: What the author SAYS and DOES Think-Pair-Share:
With a partner, compare which phrases you underlined as the author's claims. Justify your choices. Table Talk:
1. What problem does Mann identify?
2. What solution does he propose? Reciprocal Reading:
Partner 1 reads the first paragraph aloud
Partner 2 selects a question from the list to guide your discussion
Both partners answer the question together
Switch roles and continue Argument Statement: In the text (title), (author) (verb) that ________.

Verb choices:
YOUR CHOICE! Quick write: How does this text affirm or challenge your initial thoughts about whether schools are responsible for teaching students to be good? Cite the text as appropriate. 1. Quick write.
2. Read the text.
3. Identify claims, then turn and talk.
4. Table talk.
5. Reciprocal reading.
6. Argument statement.
7. Quick write. How did this process facilitate your deep reading of the text? While the general process is consistent - think, read, discuss, write - there are many variations in individual activities involved in Critical Reading. Argument Statement
Quick write What else we could have done: Extended writing task
Socratic Seminar (fishbowl discussion, philosophical chairs, etc.) What role do you see yourself playing in helping our students become critical readers?

What will you take away from today?
Full transcript