1. Chesapeake High School’s SAT Critical Reading Initiative PD
Quarter 2

2. Weeks 1 and 2: Long Single Passages and Annotations
Annotating (v)- to make marginal notes about topics that may be interesting, insightful, confusing, or contradictory in a text.
When annotating a text, we must teach students to do so with a purpose.
By making specific notes in the margins of a text, students learn how to achieve things such as identifying an author's purpose for writing, identifying the main idea of a text, an focusing on the questions stems in order to have a direct concentration when they are taking notes and/or highlighting.

3. Weeks 1 and 2: Long Single Passages and Annotations
Applying Annotations to Single Passages
Numbering the Paragraphs
Overview of the text
Titles (and subtitles)
Margin Use
Underline Claims, Details and Evidence
Circle and Define Difficult Vocabulary
Underline According to Purpose
Use process of elimination!!
Pre-Reading Strategies
During Reading Strategies

4. Beginning of a Single Passage Question Stems 1 and 2

5. Week 3 and 4: Paired Passages - Using The Venn Diagram and Determining Relationships
Create a Venn Diagram for metacognition purposes only (remind students that this should be done during practice only!) There is NOT enough time to do this on the SAT exam, but the metacognition process will be something that they will surely apply during their practices. 
Students should focus on similarities and differences between the two reading passages.
DTR – Have students determine the subject/topic of each passage and the corresponding tones (authors’ attitudes) Do they agree, disagree, and in what why?

6. Example of SAT Paired Passages

7. Using the Paired Passages Provided, Create A Model to Use With Your Students 
VENN TEMPLATE

8. Week 5 and 6: Graphic Literacy and The Three Step Process
What are the graph features? Graph title, axes/visual cues, color or grouping use to display information.
What is the graph trying to tell me? How are the graph features linked to quantitative facts, trends, or relationships? How are the features and relationships with the context of the graph integrated? Generate information from the graph using the context clues provided by labels, axes, graph shares, captions, etc. What is the story of this graph? Make inferences!
What questions remain?

10. Weeks 7 and 8: Learning Check Time 
Quarter 2
English will implement the Learning Check Assessment in English classes during Weeks 7 and 8.
Week 7 and 8: Learning Check Assessment
Strategies to be Included in Learning Check:
Annotations
Quick Venn Diagram
Determining the Relationship
Three Step Process