Literacy: AVID Writing PD Review T1 Form Content from this strand will inform your SMART goal Example: To improve students mastery of content (write to learn) through the utilization of informational and  summary writing in my classroom. Student writing expectations will be consistent by assessing student written work with district designed summary rubric.

An Intro to Critical Reading Research tells us the lack of EXPLICIT INSTRUCTION has resulted in gradual decline in reading proficiencies at secondary level Assigning reading vs. teaching reading

Step 1: Purpose - Driven “Read Ch 17 for tomorrow.” Turn and talk: Why might this not work?

Step 1: Purpose - Driven Every reading task should begin with a purpose/prompt that is either articulated verbally or in writing Communicate: Expectations Define what they should think about Help them make decisions about strategies to use while reading

Step 1: Purpose - Driven How to create a prompt What do you want your students to understand? What do you want them to do while reading? What will you have your students do with what they have read? What will you have your students summarize, analyze, or evaluate? What will the writing exercise look like? Is there a model/exemplar? A template? A rubric?

Step 2: Marking the Text

What is it? Marking the Text an active reading strategy that helps readers identify important information in the text It involves numbering the paragraphs, circling key terms, and underlining author’s claims or other important information

Why mark the text? Gives students a quick way to isolate essential information for writing assignments, tests, and class discussions Once paragraphs are numbered, students can easily direct others to relevant information

Numbering the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text. 1 2

Circle Key Terms, Names, or Dates In order to identify a key term, consider if the word of 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 an Author’s Claim 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 not appear explicitly so the reader may have to infer it from evidence in the text A claim may appear anywhere in the text Often, an author will make several claims throughout his or her argument An author may signal his or her claim

Underline Relevant Information While reading informational texts such as textbooks underline: A process Evidence Definitions Explanations Descriptions Data/Statistics Main Ideas

Rules may vary by discipline? Should ACTIVE / CRITICAL reading look nearly the same in every class? Consider the advantages and disadvantages

Student Example

Student Non-Example

Time to Model Read the article “Removing tuition hurdle allows everyone to move higher” In shoulder partners, and using the samples provided, write a focus-driven prompt that you might provide your students. Select one, and let’s try it! I DO, WE DO, YOU DO

Hurdles to Marking the Text But I can’t have them write in the textbook? Ok… so what are the alternatives? Photocopying a critical section of the text Using sticky notes Using Adobe Acrobat Reader Others?

Marking the Text

Step 3: Writing in the Margins Comprehension improves when we: Visualize Summarize Clarify Make connections Respond to ideas Ask questions

Step 3: Writing in the Margins Students can actively practice their cognition using the space in the margins The strategy you choose depends on the text itself!

Step 3: Writing in the Margins Questions: Costa’s Levels of Thinking SIMPLIFY it for the students What’s IN the text? (Level 1) What’s BEHIND the text? (Level 2) What’s BEYOND the text? (Level 3)

Start thinking about how you could use critical reading in your class…

Write To Learn: Summarizing

Task: Based off the “Removing tuition hurdle..” article, demonstrate your content knowledge and understanding through a rigorous, written summary.

Compare your summary with your elbow partner. Pair-Share Compare your summary with your elbow partner.

What is a rigorous summary? ... And why does it matter?

The Five Criteria A good summary… Condenses the original text. (25% of the original) Includes only the most important information. Includes what is in the passage. Written in the summary writer’s own words. Is well-written. (Conventions).

Summarizing Rigorous Texts

Identify-Analyze-Summarize Chunk the Text Identify Main Ideas Determine Key Supporting Details and Ideas Summarize Each Chunk Compile and Refine

Chunking the Text Identify Main Ideas Find Key Supporting Details Summarizing Main Ideas

Student Self-Assessment Checklist ____ I have been concise; my summary is less than 25% of the original text. ____ I am accurate; all information/key vocabulary comes from the original text. ____ My summary is in my own words. ____ I know and understand the important information from the original text. ____ I have only included only important information. ____ My spelling, punctuation, capitalization, and sentences are correct.

Example: AP English Multiple Choice Passages Flipped Classroom = Send passage home for critical reading and summary. Adams Letter/Rhetorical Analysis Passages Summarizing a Class Discussion Chunks/Main Ideas = Discussion Questions Key Details = Classmate Comments

Your Turn… Where does rigorous summarizing fit into your curriculum?

Summarizing

Work Time Goals for remaining time Create your SMART Goal Design lessons including critical reading and summarization