1. 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.

2. 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

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

4. 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

5. 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?

6. Step 2: Marking the Text

7. 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

8. 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

9. 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

10. 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

11. 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

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

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

14. Student Example

15. Student Non-Example

16. 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

17. 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?

18. Marking the Text

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

20. 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!

21. 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)

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

23. Write To Learn: Summarizing

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

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

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

27. 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).

28. Summarizing Rigorous Texts

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

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

31. 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.

32. 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

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

34. Summarizing

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