AVID Strategies for PREREADING, and MARKING THE TEXT

1. AVID Strategies for PREREADING,and MARKING THE TEXT

2. ADVANCEMENT VIA INDIVIDUAL DETERMINATION AVID

3. READING WE KNOW THAT MERELY ATTENDING CLASS AND BEING EXPOSED TO CONTENT DOES NOT LEAD TO EFFECTIVE STUDENT READING PRACTICES. LACK OF EXPLICIT INSTRUCTIONS IN READING STRATEGIES HAS RESULTED IN STUDENTS MOVING THROUGH SECONDARY EDUCATION DEFICIENT IN READING. (AVID CRITICAL READING, xiii)

4. MARY CATHERINE SWANSON In 1980 Mary Catherine Swanson, chair of the San Diego’s Clairemont High school, developed AVID for the hundreds of disadvantaged students now attending her school through court-ordered integration. She wanted to help these students succeed in a rigorous program and prepare them for college. (AVID TUTORIAL GUIDE, vii)

5. ADVANCEMENT VIA INDIVIDUAL DETERMINATION Mission: to ensure that all students, and most especially the least served students in the middle, capable of completing a college prep. path will: • Succeed in rigorous curriculum, • Enter mainstream activities of the school, • Increase their enrollment in 4 year colleges, and • Become educated and responsible participants and leaders in a democratic society

6. AVID AVID STUDENTS ARE TYPICALLY … • FIRST TIME COLLEGE-GOERS FROM THEIR FAMILIES, • FROM LOW INCOME BACKGROUNDS, AND • ARE CAPABLE OF COMPLETING A RIGOROUS CURRICULUM (AVID PARTICIPANT HANDBOOK, p. 7 )

7. AVID CRITICAL READING AVID CRITICAL READING OFFERS… • STRATEGIC INSTRUCTIONAL PRACTICES THAT CAN BE TAUGHT ACROSS DISCPLINES AND • PROMOTES HIGH QUALITY LITERACY INSTRUCTION. (AVID CRITICAL READING, xiii)

8. LET’S BEGIN! • I AM GOING TO SHARE THREE PREREADING STRATEGIES FROM AVID: • 30 SECOND EXPERT • MAKING CONNECTIONS THROUGH LANGUAGE • WORKING INSIDE THE TEXT ( SURVEYING, ORGANIZATION SIGNALS, PREDICTING MAIN IDEA & GENRE)

9. PREREADING THE TEXT Prereading should be used to … create interest, build prior knowledge, and take very little time (AVID CRITICAL READING p. 12,13)

10. PREREADING THE TEXT PREREADING ACTIVITY: 30 SECOND EXPERT WHAT DO YOU KNOW ABOUT THE CIVIL RIGHTS MOVEMENT? PURPOSE ASSESSING STUDENTS BACKGROUND KNOWLEDGE OF THE CIVIL RIGHTS MOVEMENT (AVID CRITICAL READING P. 22)

11. SUMMARIZE PROCESS • DO YOU KNOW MORE ABOUT THE CIVIL RIGHTS MOVEMENT THAN YOU DID BEFORE? • WERE YOU REMINDED OF EVENTS THAT YOU HAVE FORGOTTEN? • COULD YOU ADD MORE TO WHAT YOU ORIGINALLY SAID? • THIS ACTIVITY CAN ALSO BE USED TO REVIEW TEXT

12. PREREADING THE TEXT PREREADING STRATEGY MAKING CONNECTIONS THROUGH LANGUAGE PURPOSE USING PRIOR KNOWLEDGE TO MAKE CONNECTIONS WITH WORDS FROM THE TEXT (AVID CRITICAL READING P. 22)

13. MAKING CONNECTIONS THROUGH LANGUAGE Inspiration dream Hatred leader African-American Racism Peaceful Washington, D.C. freedom *transition-therefore

14. EXAMPLE SENTENCES AFRICAN-AMERICANS PEACEFULLYPROTESTED AGAINST SEGREGATION. MLK,JR., AN AFRICAN-AMERICAN LEADER WHO DELIVERED THE FAMOUS “I HAVE A DREAM” SPEECH, FOUGHT FOR FREEDOM FOR EVERY AMERICAN.

15. SUMMARING THE PROCESS • ANYALIZE THE STRUCTURE OF THE SENTENCE THAT YOU WROTE • DO YOU KNOW MORE ABOUT THE CIVIL RIGHTS MOVEMENT THAN YOU DID BEFORE? • WERE YOU REMINDED OF EVENTS THAT YOU HAVE FORGOTTEN?

16. WOW! • HAVE YOU NOTICED THAT WE HAVEN’T EVEN USED A PIECE OF TEXT? • WE HAVE BUILT IN PRIOR KNOWLEDGE, LANGUAGE, INTEREST, COMPREHENSION, ETC. • NOW, WE ARE GOING TO USE SOME PAPER!

17. PREREADING THE TEXT PREREADING ACTIVITY WORKING INSIDE THE TEXT: SURVEYING, ORGANIZATION SIGNALS, PREDICTING THE MAIN IDEA & GENRE PURPOSE INTRODUCING THE TEXT (MARTIN LUTHER KING’S SPEECH:”I HAVE A DREAM”) (AVID CRITICAL READING p.16)

18. SUMMARIZING THE PROCESS • HOW MANY TIMES DID YOU LOOK AT THE TEXT? • DID YOU FEEL LIKE YOU WERE WORKING BEYOND Y0UR ABILITY? • CAN YOU GET YOUR STUDENS TO LOOK AT A TEXT THAT MANY TIMES?

19. PREREADING STRATEGIES • THOSE WERE THREE PREREADING STRATEGIES THAT YOU CAN USE IN YOUR CLASS WITH ALMOST ANY TEXT • BUT WE AREN’T DONE YET…

20. PREREADING STRATEGIES • SURVEYING THE TEXT • NOTING ORGANIZATIONAL STRUCTURE • PREDICTING THE MAIN IDEA • PREDICTING THE GENRE • PREVIEWING READING AIDS • CONNECTING VISUALS TO THE SURROUNDING TEXT • ASSESSING PRIOR KNOWLEDGE THROUGH FAMILIAR WORDS • SELECTING AN APPROPRIATE STRATEGY FOR THE READING

21. MARKING THE TEXT MARKING THE TEXT IS AN ACTIVE READING STRATEGY THAT ASKS STUDENTS TO THINK CRITICALLY ABOUT THEIR READING. THIS STRATEGY HAS THREE DISTINCT MARKS: NUMBERING PARAGRAPHS, CIRCLING KEY TERMS, AND UNDERLINING INFORMATION RELEVANT TO A READING PURPOSE.

22. MARKING THE TEXT • READ TEXT • NUMBERING PARAGRAPHS • CIRCLING KEY TERMS • UNDERLINING INFORMATION RELEVANT TO THE READING PURPOSE

23. MARKING THE TEXT PURPOSE GETTING ACQUAINTED WITH THE TEXT BY READING THE TEXT TO SELF

24. MARKING THE TEXT PURPOSE NUMBERING PARAGRAPHS (AVID CRITICAL READING P. 62,63)

25. MARKING THE TEXT PURPOSE NUMBERING PARAGRAPHS AND CIRCLING KEY TERMS, CITED AUTHORS, AND OTHER ESSENTIAL WORDS OR NUMBERS (AVID CRITICAL READING P. 62,63)

26. MARKING THE TEXT KEY TERMS TO CONSIDER ARE • WORDS OR PHRASES THAT ARE REPEATED • WORDS OR PHRASES DEFINED BY THE AUTHOR • WORDS OR PHRASES USED TO EXPLAIN OR REPRESENT AN IDEA • WORDS OR PHRASES USED IN AN ORIGINAL OR UNIQUE WAY • WORDS OR PHRASES USED AS A CENTRAL IDEA OR CONCEPT • WORDS OR PHRASES REVELVANT TO THE READING PURPOSE

27. KEY TERMS TO CIRCLE FOR TODAY • REPEATED PHRASES OR CLAUSES • NUMBERS (FOUR, 4, FOURTH) • ESSENTIAL WORDS (THIS IS NOT CIRCLING WORDS YOU DO NOT KNOW) • PROPER NOUNS & ADJECTIVES (capitalized words)

28. MARKING THE TEXT PURPOSE NUMBERING PARAGRAPHS AND CIRCLING KEY TERMS, CITED AUTHORS, AND OTHER ESSENTIAL WORDS OR NUMBERS, UNDERLINING THE AUTHOR’S CLAIMS.

29. CLAIMS • CLAIMS OF FACT ASSERT THAT SOMETHING IS TRUE OR NOT TRUE • CLAIMS OF VALUE ASSERT THAT SOMETHING IS GOOD OR BAD, OR MORE OR LESS DESIRABLE • CLAIMS OF POLICY ASSERT THAT ONE COURSE OF ACTION IS SUPERIOR TO ANOTHER • CLAIMS MAY APPEAR ANYWHERE IN THE TEXT • CLAIMS MAY NOT APPEAR EXPLICITLY IN AN ARGUMENT, SO THE READER MUST INFER IT FROM THE EVIDENCE PRESENTED IN THE TEXT. • AUTHOR’S OFTEN MAKE SEVERAL CLAIMS THROUGHOUT HIS OR HER ARGUMENT

30. ADDITIONAL MARKINGS • [BRACKET] INFORMATION THAT HAS BEEN USED FOR ANOTHER PURPOSE LIKE FIGURATIVE LANGUAGE, EVIDENCE SUPPORTING A CLAIM, OR DEFINITIONS • WRITE LABELS IN THE MARGINS AND DOUBLE UNDERLINE THE TEXT |==== • BOX WORDS WHEN KEEPING TRACK OF TWO DIFFERENT USAGES FOR WORDS OR IDEAS

31. THE END

32. CCSS-READING INFORMATION To be ready for college, workforce training, and life in a technological society, student need the ability to gather, comprehend, evaluate and synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media form- old and new (Importance of informational reading ccss p.4)