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Critical Reading with AVID
This strategy comes from AVID’s Critical Reading: Deep Reading Strategies for Expository Texts © 2011
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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
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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
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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
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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
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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
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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
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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
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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
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New Vocabulary Chart Discuss the words they don’t know to add to Vocab list – how do these words connect to the underlined ideas
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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
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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
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