1. AVID Strategies for PREREADING, and MARKING THE TEXT
Mature readers automatically reread often subconsciously
How do we, as teachers, get students who hate reading to not only read, but to reread text EXPLICITY ?
Prereading, rereading and marking the text strategies actively engage students in 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)
LACK OF EXPLICIT INSTRUCTIONS IN READING STRATEGIES HAS RESULTED IN STUDENTS MOVING THROUGH SECONDARY EDUCATION DEFICIENT IN READING.

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
AVID is designed to increase school-wide learning and performance for students grades 4 through 12
The purpose of AVID is to restructure the teaching methods of an entire school and to open access to the curricula that will ensure 4 year college eligibility for almost all students.

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 )
AVID STUDENTS ENROLL IN THE TOUGHTEST CLASSES-AP, AND IB-, ATTEND AN AVID ELECTIVE CLASS BY A TRAINED AVID TEACHER

7. AVID CRITICAL READING OFFERS…
STRATEGIC INSTRUCTIONAL PRACTICES THAT CAN BE TAUGHT ACROSS DISCPLINES AND
PROMOTES HIGH QUALITY LITERACY INSTRUCTION.
(AVID CRITICAL READING, xiii)
WHEN TEACHING FROM A TEXT, TEACHERS SHOULD MAKE TRANSPARENT WHAT GOOD READERS DO WHILE READING.
CRITICAL READING STRATEGIES DEMYSTIFIES THE COMPLEX READING PROCESS BY UTILIZING DEEP READING STRATEGIES THAT CAN BE TAUGHT ACROSS DISCIPLINES.
CRS ARE THE SKILLS NEEDED TO MAKE MEANING FROM A TEXT ARE COMPLEX AND SUBTLE AT TIMES.

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)
30 SECOND EXPERT (AVID CRITICAL READING P. 22)
MAKING CONNECTIONS THROUGH LANGUAGE (AVID CRITICAL READING P. 22)
WORKING INSIDE THE TEXT (AVID CRITICAL READING P. 16))

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)
Good readers utilize a variety of prereading strategies to better understand text:
surveying and evaluating the organization
and length of text;
predicting main idea and genre;
previewing reading aids;
and connecting visuals surrounding the text
AND GOOD READERS ALSO SKIP AROUND THE TEXT 

10. PREREADING ACTIVITY: 30 SECOND EXPERT
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)
STUDENTS FOR PAIRS, AND TAKE TURNS SHARING WHAT THEY KNOW ABOUT A PARTICULAR SUBJECT: CIVIL RIGHTS MOVEMENT
**** IF THEY DON’T KNOW ANYTHING THEY CAN GO THRU THE 5 W’S LIKE THIS: I DON’T KNOW WHO WAS PART OF THE CIVIL RIGHTS MOVEMENT, I DON’T KNOW WHEN IT OCCURRED, I DON’T KNOW WHAT THE RESULTS/OUTCOME WAS, I DON’T KNOW WHERE IT HAPPENED, I DON’T KNOW HOW IT STARTED OR ENDED….
EACH STUDENT SHARES FOR 30 SECONDS.
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

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)
WRITE 10 KEY WORDS RANDOMLY ON THE BOARD SO STUDENTS DON’T THINK THERE ARE “RIGHT” OR ‘WRONG” WAYS TO THINK ABOUT THE WORDS.
STUDENTS WRITE SENTENCES THAT CONTAIN 2 OR MORE OF THE WORDS
INSTRUCT STUDENTS TO FIND CONNECTIONS AMONG THE WORDS
EXAMPLES: AFRICAN AMERICANS PEACEFULLY PROTESTED AGAINST SEGREGATION.; SOMETIMES THE ROAD TO FREEDOM IS NOT PEACEFUL.

13. MAKING CONNECTIONS THROUGH LANGUAGE
Inspiration dream Hatred leader African-American Racism Peaceful Washington, D.C. freedom *transition-therefore
MAKING CONNECTIONS THROUGH LANGUAGE IS A PREREADING STRATEGY THAT ASKS STUDENTS TO USE THEIR PRIOR KNOWLEDGE TO MAKE CONNECTIONS AMONG WORDS
SELECT AROUND 10 KEY WORDS FROM THE TEXT.
WRITE WORDS RANDOMLY ON THE BOARD (PROJECTOR, WHATEVER) SO STUDENTS DON’T THINK THERE IS A RIGHT OR WRONG WAY TO THINK ABOUT THE WORDS
HAVE STUDENTS WRITE SENTENCES THAT CONTAIN TWO OR MORE WORDS FROM THE LIST.
ASK STUDENTS HOW THE WORDS MEANINGS ARE CONNECTED IN THEIR SENTENCE.
EX. 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
NOW STUDENTS WRITE EXAMPLE THEN SHARE

14. 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.

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?
SENTENCE STRUCTURE: SIMPLE, COMPOUND, COMPLEX, COMPOUND/COMPLEX, APPOSITIVE
COMPOUND: 2 CLAUSED W/ A COOR. CONJUCNTION
COMPLEX: 1 IND. CLAUSE AND 1 DEPENDENT CLAUSE
COMPOUND/COMPLEX: 2 OR MORE IND. CLAUSES W/ 1 DEPENDENT CLAUSE
APPOSITIVE

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!
WE HAVE BUILT ALL THIS PRIOR KNOWLEDGE, LANGUAGE, ETC. BEFORE WE HAVE EVEN READ A PIECE OF PAPER.
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)
HAND OUT MLK SPEECH AND WORKSHEET (PREREADING: WORKING INSIDE THE TEXT)
THIS MAY SEEM A LITTLE OVERWHELMING, BUT WE ARE GOING TO DIVE INTO THIS POOL TOGETHER
WE WILL LET’S LOOK AT THE PREREADING:WORKING INSIDE THE TEXT SHEET
(I READ THROUGH EACH SECTION AND STUDENT WILL WRITE ANSWER AND SHARE)
ANSWER EACH SECTION TO THE BEST OF YOUR ABILITY
IF YOU DON’T KNOW, TAKE A GUESS (DON’T TELL THEM TO LEAVE IT BLANK, OR THEY WON’T DO ANYTHING)
(STUDENTS CAN ADD OR FILL IN ANSWERS AS THE CLASS SHARES)
CLASS SHARES

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
BLUE- ALL 4 ARE ON THE PREREADING: WORKING INSIDE A TEXT
RED- 30 SECOND EXPERT & BUILDING SENTENCES FROM TEXT VOCABULARY

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.
MARKING THE TEXT WAS DESIGNED BY THE WRITING STUDIES DEPARTMENT AT SAN DIEGO UNIVERSITY FOR TEACHER ASSISTANTS AND LECTURERS.
(AVID CRITICAL READING P. 55)

22. MARKING THE TEXT READ TEXT NUMBERING PARAGRAPHS CIRCLING KEY TERMS
UNDERLINING INFORMATION RELEVANT TO THE READING PURPOSE
(AVID CRITICAL READING P. 55)
MARKING THE TEXT IS AN ACTIVE READING STRATEGY THAT ASKS STUDENTS TO THINK CRITICALLY ABOUT THEIR READING.
STUDENTS ANALYZE AND EVALUATE IDEAS,
CIRCLE AND UNDERLINE ESSENTIAL INFORMATION
THE FIRST STEP IS READING THE TEXT/SPEECH, SO SILENTLY READ THE TEXT

23. PURPOSE GETTING ACQUAINTED WITH THE TEXT BY READING THE TEXT TO SELF
MARKING THE TEXT
PURPOSE GETTING ACQUAINTED WITH THE TEXT BY READING THE TEXT TO SELF
(AVID CRITICAL READING P. 57)
Idea: WHISPER READ THE TEXT TO SELF
MLK TAKES ABOUT 10 MINUTES TO WHISPER READ

24. PURPOSE NUMBERING PARAGRAPHS (AVID CRITICAL READING P. 62,63)
MARKING THE TEXT
PURPOSE NUMBERING PARAGRAPHS (AVID CRITICAL READING P. 62,63)
NUMBERING PARAGRAPHS IS A WAY TO MAKE SURE THAT ALL STUDENTS CAN LOCATE INFORMATION BEING DISCUSSED
AND ALSO KNOWING WHERE A PARAGRAPH BEGINS AND ENDS
WHEN NUMBERING, WRITE THE NUMBER IN THE IDENTION, IF POSSIBLE, THEN CIRCLE THE NUMBER
IT SHOULD LOOK LIKE THIS (MODEL NUMBERING AND CIRCLING)

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)
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

26. KEY TERMS TO CONSIDER ARE
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
(AVID CRITICAL READING P. 62)

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)
(AVID CRITICAL READING P. 62)
AT THIS POINT I DON’T WANT REPEATED WORDS BECAUSE IT WILL MUDDY UP YOUR PAPER
START AT THE TOP OF THE PAGE

28. MARKING THE TEXT
PURPOSE NUMBERING PARAGRAPHS AND CIRCLING KEY TERMS, CITED AUTHORS, AND OTHER ESSENTIAL WORDS OR NUMBERS, UNDERLINING THE AUTHOR’S CLAIMS.
(AVID CRITICAL READING P. 62,64))

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
SOURCE: ABOUT.COM: GRAMMAR AND COMPOSITION, RICHARD NORQUIST, GUIDE, AVID CRITICAL READING P. 62
WHAT YOU CIRCLE OR UNDERLINE WILL DEPEND ON YOUR READING PURPOSE.
IN ADDITION TO MARKING KEY TERMS AND CLAIMS YOU MIGHT MARK OTHER ESSENTIAL INFORMATION SUCH AS AUTHOR’S EVIDENCE, DESCRIPTIONS, STYLISTIC ELEMENTS,
OR LANGUAGE IN THE TEXT THAT PROVIDES SOME INSIGHT TO THE AUTHOR’S VALUES AND BELIEFS.

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
(AVID CRITICAL READING P. 65)
MLK’S SPEECH ADDITIONAL MARKINGS:
FIGURATIVE LANGUAGE LIKE SIMILES, METAPHORS,
PERSUASIVE TECHNIQUES LIKE QUESTIONING, CALL TO ACTION, COMMANDS
LITERARY DEVICES: REPETITION, ANAPHORA,ALLUSION
PUNCTUATION: EXCLAMATION MARKS

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)