Transcript Critical Reading Guide

Critical Reading 1
Modified by Francine
Avila and Gage MS
Instructional Team.
Deep Reading Strategies for Expository Texts, Grades 6–12
Overall Objective
Develop in students the ability to read,
write about, and discuss challenging
texts in order to prepare them for the
rigors of academic environments.
Learning Goals for today
Teachers will…
• become more skilled in analyzing texts for
pedagogical purposes.
• explore different purposes for reading and
discussing texts.
• continue to learn how to guide students into deep
learning of texts using a variety of critical and
analytical reading strategies.
• create a unit anchored in multiple texts and a
writing assessment
Reading Strategies
We will concentrate on the following
strategies:
Rereading the Text
Pausing and Connecting Ideas Within a Text
Charting the Text
Responding to a Writing Prompt
Utilizing Sentence Starters and Templates.
Focus is on the “During” and “After” Reading strategiesbut your resources will have “Before” Reading Support
Empty the Cup
Step 1: Stand and find a partner.
Step 2: Introduce yourself.
Step 3: One person shares whatever is on his/her mind
for 30 seconds while the other person listens.
Step 4: The listener summarizes what he/she has just
heard. Begin with, “I heard you say…” and end
with, “Did I get that right?”
Step 5: Reverse rolls and repeat steps three and four.
Why Are We Here?
The majority of secondary students
do not perform well in rigorous
learning environments, and high
school graduates are not ready for
college reading and writing tasks.
Here Is What We Know
• The majority of students who enter college are
reading below grade level.
• Students enter into high school needing
remediation in reading and writing.
• Students continue to move through secondary
education deficient in reading and writing.
• Research tells us that students are collegeprepared but not college-ready.
College Prepared vs.
College Ready
College Preparedness
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College preparatory
courses
AP courses
Competitive GPA
Community service
Extra-curricular
activities
Student leadership
College Readiness
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Strategic readers
Read and write
academically
Employ multiple deep
reading strategies
Analyze prompts
Read for multiple
purposes
Bridging the Gap between Secondary
and Post-Secondary Education?
Teachers should…
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expose students to a wide range of expository texts.

In come the new Common Core
develop sophisticated reading and writing assignments.
Standards and
explicitly teach deep reading strategies.
Assessments……….
model and support academic performances.

set high expectations for reading and writing tasks.

increase opportunities for students to talk about the
texts they read.
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(Conley 2007; Center on Instruction 2007; ACT Report
2006; ICAS 2002)
Look at the following assessment: What are
students being asked to do in terms of reading and
writing??
Reading
Writing
Now review the Common Core Anchor Standards, which
Reading and Writing standards does this assess?
Text #1: Before and After
Reflection
Quickwrite:
Do you think you could survive a
volcanic eruption if you were near
one? Why or why not?
Responding to a Writing Task
In 79 A.D. 2,000 people died from a volcanic eruption near
Pompeii, Italy. Some claim that these deaths were
avoidable. Imagine you are a scientist in Pompeii, Italy in
78 A.D., write a formal speech to the citizens of Pompeii
convincing them to either evacuate OR stay and prepare
for this event. Cite evidence/facts from the article and the
book to support your plan, as well as outline the effects of
volcanic eruptions.
Do
What
Essential Question:
What are the hazards
of volcanic eruptions
and are they
avoidable?
Reading and Rereading Tasks
1. Read “Pompeii” from History.com silently
2. While rereading:
Compare and Share
a) Number each paragraph.
b) Circle key words, names, places, and dates.
c)
Underline important statements about volcanic
Double
Underline
all
of
the
Author’s
eruptions.
Claims
-a claim is an arguable statement or assertion made by an
author. (p.62)
Going deeper!
What is the author doing in paragraphs 7, 8, and 9?
Starting with a verb, write a brief statement in the
right margin for each paragraph that explains what
the author is doing.
Begin with a verb like…
explaining…
using…
describing…
illustrating…
showing…
arguing…
Pause, Connect, Quickwrite,
and then Share
Look at the “Did you Know?” box next to
paragraph 8.
What do you think is the purpose of this
information and how does this connect to
the surrounding text?
Do you think this is an effective use or
placing of this info?
Argument Statement Exercise
Summarize the author’s claims about the
eruption of Mt. Vesuvius and the people of
Pompeii.
Template
In the text_______________, (title of text)
___________________(author’s name)
__________(claims, argues, states, or some
other verb) that______________
_________________________________.
Add Evidence Analysis
In the text__________________, (title of text)
______________(author’s name)________
(claims, argues, states, or some other verb)
that_________________________________.
History.com (shares, illustrates, describes, or
some other verb) ______________________
in order to __________________. The author’s
decision to use _______________________
is / (is not) effective because ______________.
Before and After
Reflection
Quickwrite
After learning about Pompeii,
discuss how this text affirmed your
beliefs about surviving volcanic
eruptions or challenged them in
some way.
Strategy Check
At your tables, retrace the activities
and exercises that we did while reading
“Pompeii”. What did we do first,
second, third, etc.
Which CC standards did we address?

Common Core Shift 3: Reading and
Writing Grounded in Evidence from the text
Close Reading
All parts of the instruction focused on
examination of the text.
We used analytical questioning that required
students to use evidence from texts to present
well defined claims and clear info.
These “text-dependent” questions are key to
facilitating deeper understanding of any kind of
text.

Shift 3: Reading and Writing Grounded in
Evidence from the text
Close Reading

To meet the standards, the text-dependent
questions should allow students to:
 Understand
the purpose of their reading
 Understand the purpose of the author’s writing
 See ideas in the text that are connected
 Formulate their own questions and seek answers
while reading
 Gain new information and propel their learning
•What other text-dependent
questions could we ask students
about this text?
Level 1, Level 2, Level 3
•What was the role of
opinion/personal thoughts in our
work with this text?
Peer Observationssupport during
implementation!
Break Time!!!!
Review pg. 48
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Purposes for Rereading
 Which
rereading strategies have we used so
far??
 Which have we not so far?
 Make sure to tab this page for your own
reference later.
Reading Task
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Independently scan pgs 313-316 in the textbook.
Purposefully reread the text and “mark the text” by:
• numbering the paragraphs;
• Circle key terms, dates, names, places
• Underline important explanations, definitions,
descriptions, and examples
• Box unknown/difficult words
• Side comments-connections to other text (written or
symbols)
As you mark the text, refer back to the “Marking the Text: Non-Fiction”
Quick Reference on pages 58-62 in the Critical Reading Guide for
more info.
Pair-Share
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What did you circle as key terms?
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What did you underline?
What are some other strategies we can
use to have students “Mark the Text” with
less or no copies?
How can we extend MTT into notes or
other formats to help them review?
Charting the Text
Read the introduction to Strategy 8, “Charting the
Text” on pages 97-99.
Then, scan over the “Charting the Text: Analyzing
the Macro-Structure” (pgs. 102-104) and
“Analyzing the Micro-Structure” (pgs. 107-108).
Pair-Reread-Chart
¶(s) Say
Do
Heading:
With your partner, chart the first two paragraphs.
Create the table on page 110 in your notebook
of the Critical Reading Guide to record your
charting statements.
Now that we have charted the “chunks” on
pg 313, wipe your transparency and with
When charting the “do” of paragraphs, begin
your partner move on to “mark and chart”
your phrases with a verb. Refer to the
pg. 314 and so on.
“Charting Verbs List” on page 112 for a list
of verbs.
Lunch Time!!!
45 minutes
Table Talk
While charting the text, what did
you find challenging?
Which CC standards does it
address?
A Few Reasons for
Charting Texts
• Challenges students to move beyond simple
comprehension of ideas and into deep reading of
the text
• Provides a way for students to explore how texts
are constructed: to investigate how authors use
language to interest or persuade their readers
• Makes available a list of useful verbs that students
will need in order to summarize an author’s
argument accurately
Summarizing
Using your charting statements, craft a concise summary for
Do transitions
each page Say
in the text. Put them altogether with
P1: to
Volcanic
eruptions
can cause
have one
summary
of the 4-Making
pages. a connection between
poor air quality.
• Example: Page 313
smog that people regularly see
and volcanic eruptions.
P2: One hazard that affects
habitats from volcanic eruptions is -Explaining what volcanic ash is
volcanic ash, a fine grained tephra and its effects.
that shoots out of volcanoes.
On page 313, the book makes the connection that the smog
we see everyday as a sign of poor air quality can also be
caused by volcanic eruptions. It also explains that volcanic
ash that is shot out of volcanoes is a fine-grained tephra that
affects habitats. ..……
Rereading: Connecting Visual
Information……
Pair up
with
someone
from
another
table!!!

Choose one of the visuals from
these pages (Fig. 16-19) and
complete the pg. 52 “Connecting
Visual Information….” Handout
How does the “Connecting Visual…”
strategy deepen students understanding
of the information, especially when used
with the textbook?
Ok, back to our writing task!!
In 79 A.D. 2,000 people died from a volcanic eruption
near Pompeii, Italy. Some claim that these deaths were
avoidable. Imagine you are a scientist in Pompeii, Italy in 78
A.D., write a formal speech to the citizens of Pompeii
convincing them to either evacuate OR stay and prepare for
this event. Cite evidence/facts from the article and the book
to support your plan, as well as outline the effects of volcanic
eruptions.
How is this performance task different
than the usual informative essay?
Synthesizing Ideas
from Two (or more) Sources
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In academic writing, writers will use one text to
extend, clarify, illustrate, or complicate the ideas
found in another text.
Although secondary students are taught to
compare and contrast, they are not encouraged
to use this schema (conceptual pattern in the
mind) in college.
Synthesis requires writers to accurately account
for information and to show how this information
works with other source material. Are students
ready for this type of work?
Table Talk
How can we support our students as they learn how
to synthesize ideas from two (or more) sources?
What would be next???
 Outlining
their plan Integrating Citations Understanding The Rubric Editing, revising and writing Final speech Don’t forget presenting speeches!
Writing Exercise:
Introducing their plan/argument
Is their a sentence starter we can give them to
help them introduce their argument/plan into the
speech??
Possible Starter sentences:
People of Pompeii, it is important that you……
I believe it is necessary for you to…
3-Part Source Integration
What quotes/paraphrases are they going to
use and how do you properly integrate
them?
(3-part source integration pg. 170-175) Turn to
the “3-Part Source Integration: Templates”.
As a table, pick one quote from either source that
you would use if you were creating this speech.
Then use one of the templates on those pages
to do a 3-part integration with it.
The Rubric
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Introduce before writing commences to really
give students an opportunity to meet its
expectations.
Teach the vocabulary words, give an exemplar
if possible.
Independent Reading Task
Read the introduction to Strategy 11, “Utilizing
Sentence Starters and Templates” on pages 159161.
Then, scan over the “Sentence Starters” on pages
164-166. You might want to use some of these in
your templates.
Finally, read “Crafting Template-Writing Exercises”
on pages 172 and 173.
Crafting a Template
Prompt
In 79 A.D. 2,000 people died from a volcanic eruption near Pompeii,
Italy. Some claim that these deaths may have been avoided. Imagine
you are a guest speaker in Pompeii, Italy in 78 A.D., write a formal
speech to the citizens of Pompeii convincing them to either evacuate
OR stay and prepare for this event. Cite evidence/facts from the article
and the book to support your plan, as well as outline the effects of
volcanic eruptions.
Form groups of four and create a student template for
the intro paragraph. Use the prompt to guide your
templates.
Strategy Check
At your tables, retrace the activities and
exercises that we did while reading the
textbook.
What did we do first, second, third, etc.? How
often did we engage in academic
performances?
The SDAIE Connection

4 critical elements:
Content
–Does my lesson support the content and language
objectives? Do my scaffolds meet the language proficiency needs of my
ELs?
Connections-Do I provide opportunities for ELs to use process skills such as
hypothesizing, categorizing, organizing, drawing conclusions, etc.? Do I prepare students for
new learning by teaching key concepts , previewing critical aspects, and reviewing related
past learning?
Comprehensibility-Do I use many different examples to teach new
concepts? Do I make one to one correspondence between the clue and the concept being
taught?
Interactions-Do I provide many opportunities for questioning and talking
between students and teacher and among students? Do I provide real-life authentic
opportunities for speaking, listening, reading, and writing?
Pause for Prereading and
Vocabulary
1. Turn to the second strategy in the Critical
Reading Guide, “Prereading” on pg. 16-29 for
several scaffolding activities.
2. Now skim through all the headings on pgs.
33-39 on “Learning and Retaining
Vocabulary”. Tab pgs 40 and 41 for helpful
vocabulary handouts.
-Keep these strategies in mind as you start to plan
around your texts
Creating a Literacy Unit
for the Teaching of Reading and Writing.
1.
Decide on what common core reading AND writing standards you will
address.
2.
Purposefully select at least two texts, at least one supplementary and
possibly a set of pages from the text book.
3.
Create a writing prompt that students will respond to at the end of
reading these texts. (How will they express their understanding in
written form?)
4.
Read the texts in ways you want your students to read it.
5.
Develop the before, during, and after learning activities that students
will do each day with the texts and to prepare for the writing prompt.
Resources to assist:
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www.Achievethecore.org-full units and lesson
plans
www.avidweekly.org -10 articles a month
Ccss.lausd.net-LAUSD sample modules
Smarter balanced website
These links and documents from today can be
found on gagems.org-departments---
Instructional Coaches--Common Core
Pause and Connect!!!!
What’s the PLC, PBL, Critical
connections
Reading,
Peer
between the
Observation
work we do
with these
four?
Write a statement connecting these four.
Group Discussion
Once You Have Read the Text, Ask…
• What does the text offer?
• What did you notice in the text?
• How should your students read the text?
• What strategies could you use to support
students in the reading of this text?
• What will you have your students do with
what they have read?
AVIDWeekly.org
Once on the
home page,
educators
can
download a
free
sample,
download
an order
form, or
they can
learn more
about AVID
Weekly.
Ah, ha! & Huh? Chart
Ah, ha!
Huh?
I didn’t realize…
I still don’t get…
I find _____ to be
useful…
I am not sure I
understand…
I am glad…
Activity X was difficult
because…
Strategy X is…
Wait just a minute,…