Critical Strategies for Reading and Writing - PowerPoint

							  Critical Strategies
for Academic Literacy
              Establishing Norms
   In order to get the most         Group Norms:
      out of this experience,
      we agree to…              1. Respect each other
                                2. Speak with good
                                  purpose
                                3. Actively participate
                                4. Be present



Critical Strategies
        Table Introductions
• What is your name?
• Where do you teach and what subject do you
  teach?
• How many years have you taught?
• What do you expect to get out of this
  training?



                              Critical Strategies
     Goals for the Workshop
• Explore deep reading strategies and
  effective literacy practices.
• Learn how skill-based instruction deepens
  students’ knowledge of subject matter while
  strengthening the skills needed to succeed in
  post-secondary education and the world of
  work.
• Investigate ways teachers can increase the
  level of rigor in the AVID Elective.
                                 Critical Strategies
         Learning Outcomes
           In this training, we will…
• explore the gap between what secondary students
  learn and what they are expected to know and do in
  college.
• learn different purposes for reading and discussing
  texts.
• learn how to guide students into deep reading of
  texts using the following critical reading strategies:
   – Rereading Sections of Text
   – Marking the Text
   – Writing in the Margins
• learn various ways to engage students in academic
  performances.
     College Prepared Vs. College
                Ready
College Preparedness    College Readiness
• College preparatory   • Analyze prompts
  courses               • Employ deep reading
• AP courses              strategies
• Competitive GPA       • Read strategically
• Community service     • Summarize and
• Extra-curricular        synthesize source
  activities              material
• Student leadership    • Read for multiple
                          purposes
           The AVID Elective:
       Readying Students for College
• How can we use the
  AVID Elective to
  “ready” students for
  college?
• What can we do to
  develop/ strengthen
  students’ ability to read,
  write about, and discuss
  challenging texts?
• What are the essential
  skills our students need
  to know?                     Critical Strategies
         Center on Instruction:
           Five Recommendations
1) Provide explicit instruction and supportive practice in
   the use of reading comprehension strategies (17)
2) Increase the amount and quality of open, sustained
   discussion of texts (31)
3) Set and maintain high standards for texts,
   conversations, questions, and vocabulary (40)
4) Develop instructional methods that increase student
   engagement with text and motivation for reading (47)
5) Teach essential content knowledge so that all students
   master critical concepts (56)
                                        Critical Strategies
           AVID Weekly
         www.avidweekly.org
• AVID Weekly offers…
   – an online literacy resource.
   – 10 engaging articles per month (articles are
     archived).
   – two instructional models each month.
   – two articles that can be read together.
   – a matrix that outlines the monthly articles.
• The cost: $500 for a one-year site license.
• Go online for a free sample.
                                      Critical Strategies
              Reading Task
• Independently read “The Strength to Look Away”
  by Gregory Rodriguez.
• For this first read, put your pens and pencils down.
• Think about what this text has to offer.




                                       Critical Strategies
Pair-Share



      What did you notice?




             Critical Strategies
       Reading/ Writing Task

In the article “The Strength to Look Away,” Gregory
Rodriguez states, “The terrorists kill to grab your
attention, and they dare you to look away” (par. 4).
What does Rodriguez say about the media’s coverage of
terrorist attacks and our desire to watch it? According to
Rodriguez, how does our “hyper-connected world” and
our desire to remember “play into the hands of
terrorists”?


                                        Critical Strategies
            Marking the Text
• Turn to “Marking the Text” in the Critical
  Strategies handouts.
• Notice that there are three marks:
   – Number the paragraphs
   – Circle key terms, cited authors, and other
     essential words
   – Underline the author’s claims and other
     relevant information
• Mark the text while rereading “The Strength to
  Look Away.”
                                     Critical Strategies
       Reading/ Writing Task

In the article “The Strength to Look Away,” Gregory
Rodriguez states, “The terrorists kill to grab your
attention, and they dare you to look away” (par. 4).
What does Rodriguez say about the media’s coverage of
terrorist attacks and our desire to watch it? According to
Rodriguez, how does our “hyper-connected world” and
our desire to remember “play into the hands of
terrorists”?


                                        Critical Strategies
         Think-Pair-Share


What did you circle and
underline? Why did you
make these decisions?
            Think-Pair-Share
• What is Rodriguez doing in paragraph 2?
  – Write a brief description of what he is doing?
    Use a verb like illustrates, introduces, connects,
    or use another verb not listed here.

In this paragraph, Rodriguez __________ (verb) …

• How does this paragraph connect to the
  surrounding text?
                                      Critical Strategies
           Accounting for an
            Author’s Claims
• Turn to the “Accounting for an Author’s Claims”
  exercise in the handouts.
• With a partner, complete the first page of the
  exercise.
• Once you have directly quoted or paraphrased a
  few claims, complete the “Accounting for an
  Author’s Central Claim” exercise.


                                    Critical Strategies
            30 Sec. Reporter
• We can use the “30 Sec. Reporter” activity to
  engage students in all types of review and
  summary activities.
• Participants pair off and take turns speaking and
  listening.
• For this activity, report on the academic
  performances we have engaged in this morning.
   – Begin with, “Today we…”
   – When summarizing what you heard, say, “I
      heard you say….”
   – Then ask, “Did I get that right?” Critical Strategies
Thanks for Participating
            in
   Critical Strategies
for Academic Literacy!

       Developed By:
     Jonathan LeMaster