Critical Reading with AVID This strategy comes from AVID’s Critical Reading: Deep Reading Strategies for Expository Texts © 2011

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

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 - easy for discussion purposes

Numbering the Paragraphs, then read the first time through 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

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

Underline an Author’s Claim A claim is an arguable statement or assertion made by the author or main idea. 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

Underline Relevant Information While reading informational texts such as textbooks underline: Text evidence Word Choice A process Evidence Definitions Explanations Descriptions Data/Statistics Main Ideas

Highlight words you don’t know 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

Making connections within the text Talk about the connections within the underlined ideas (cause and Effect, Point of view) Discuss the words they don’t know to add to Vocab list – how do these words connect to the underlined ideas

New Vocabulary Chart Discuss the words they don’t know to add to Vocab list – how do these words connect to the underlined ideas

How to fit it in Think about what you are already learning and decide on what you want the students to look for -NF Expository – structure Literature & Biographies – Word Choice Think about what connections within the text Similarities/differences tone Think about what you are already learning and decide on what you want the students to look for -NF Expository – structure Literature & Biographies – Word Choice Think about what connections within the text Similarities/differences tone

My Notes Go over marking the text and vocab chart Have them practice Get reading samples together Go over rereading strategies if there is time