AVID Strategies for PREREADING,
and MARKING THE TEXT
CWWP 2013
Michele Jacobsen
A LITTLE ABOUT ME
• GRADUATED FROM CWU IN 1995, VOC.
CERTIFIED, MASTERS IN SP. ED.
• CWWP 2002
• EPHRATA MIDDLE SCHOOL Language arts 7th &
8th
• EMS POPULATION 365
• 70 WHITE, 30% NON WHITE, 55% FREE AND
REDUCED
• MSP RESULTS 2012: R-81.6%, W-78.6%, M-70.3%
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)
ADVANCEMENT VIA INDIVIDUAL
DETERMINATION
AVID
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)
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
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 )
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)
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)
PREREADING THE TEXT
Prereading should be used to …
create interest,
build prior knowledge,
and take very little time
(AVID CRITICAL READING p. 12,13)
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)
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
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)
MAKING CONNECTIONS THROUGH
LANGUAGE
Inspiration
dream
Hatred
leader
African-American
Racism
Peaceful
Washington, D.C.
freedom
*transition-therefore
EXAMPLE SENTENCES
AFRICAN-AMERICANS PEACEFULLY PROTESTED
AGAINST SEGREGATION.
MLK,JR., AN AFRICAN-AMERICAN LEADER WHO
DELIVERED THE FAMOUS “I HAVE A DREAM”
SPEECH, FOUGHT FOR FREEDOM FOR EVERY
AMERICAN.
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?
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!
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)
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?
PREREADING STRATEGIES
• THOSE WERE THREE PREREADING STRATEGIES
THAT YOU CAN USE IN YOUR CLASS WITH
ALMOST ANY TEXT
• BUT WE AREN’T DONE YET…
PREREADING STRATEGIES
• PREVIEWING READING AIDS
• CONNECTING VISUALS TO THE SURROUNDING
TEXT
• ASSESSING PRIOR KNOWLEDGE THROUGH
FAMILIAR WORDS
• SELECTING AN APPROPRIATE STRATEGY FOR THE
READING
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.
MARKING THE TEXT
• READ TEXT
• NUMBERING PARAGRAPHS
• CIRCLING KEY TERMS
• UNDERLINING INFORMATION RELEVANT TO
THE READING PURPOSE
MARKING THE TEXT
PURPOSE
GETTING ACQUAINTED WITH THE TEXT BY
READING THE TEXT TO SELF
MARKING THE TEXT
PURPOSE
NUMBERING PARAGRAPHS
(AVID CRITICAL READING P. 62,63)
MARKING THE TEXT
PURPOSE
NUMBERING PARAGRAPHS AND CIRCLING KEY
TERMS, CITED AUTHORS, AND OTHER ESSENTIAL
WORDS OR NUMBERS
(AVID CRITICAL READING P. 62,63)
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
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)
MARKING THE TEXT
PURPOSE
NUMBERING PARAGRAPHS AND CIRCLING KEY
TERMS, CITED AUTHORS, AND OTHER ESSENTIAL
WORDS OR NUMBERS, UNDERLINING THE
AUTHOR’S CLAIMS.
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
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
THE END
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)