1. Join www.classroom.google.com a6psrbwww.classroom.google.com Critical Reading Strategies Achieving Rigor through Reading, Writing, and Collaboration Mathew Barnett, Ph.D. Director, Educational Services, Fullerton School District

2. Norms A sk questions. E ngage fully. I ntegrate new information. O pen your mind to diverse views. U tilize what you learn. Used with permission of Learning Forward, www.learningforward.org. All rights reserved.

3. Learning Goals TWBAT utilize interacting with text strategies with students. TWBAT explain what it means to read, talk and write.

4. Apply the Critical Reading Process: – Planning for Reading – Building Vocabulary – Pre-Reading – Interacting with the Text – Extending Beyond the Text Agenda

5. Apply the Critical Reading Process: – Planning for Reading – Building Vocabulary – Pre-Reading – Interacting with the Text – Extending Beyond the Text Agenda

6. What habits of mind can I teach my students for reading? Essential Question

7. Critical Reading Lesson Template

8. From the 2005 ACT® Report “Reading Between the Lines: What the ACT Reveals about College Readiness in Reading.” How can using the Critical Reading Process as a lesson template: – Set an expectation and help students realize the purpose of reading and interacting with the text? – Build momentum in readiness for college-level reading? Let’s Discuss

9. By Chris L. Jenkins, The Washington Post, February 16, 2009 Homelessness: The Family Portrait

10. Developing Reading Prompts

11. In his article, “Homelessness: The Family Portrait,” Chris L. Jenkins illustrates the changing face of homelessness in America, as it begins to affect more middle- and working- class families. How does the author describe the “Family Portrait” of homelessness in America today as compared to a generation ago?

12. In his article, “Homelessness: The Family Portrait,” Chris L. Jenkins illustrates the changing face of homelessness in America, as it begins to affect more middle- and working- class families. How does the author describe the “Family Portrait” of homelessness in America today as compared to a generation ago? Building Vocabulary

14. Record Observations: - People - Objects - Setting - Engagement - Relationships - Summary Pre-Reading: P.O.S.E.R.S.

15. Marking the Text – How does using Marking the Text help students to identify information in the text that is relevant to the reading purpose? Writing in the Margins – How does asking good questions about the text help students gain a deeper understanding of the information? Interacting with the Text

16. Marking the Text: Number each paragraph before reading. Read the text. Reread the text and do the following: Circle key terms, names of people, names of places, or dates. Underline the author’s claims, arguments, and/or assertions. Marking the Text

17. Asking Questions: Question both the ideas in the text and students’ own understanding of the text. Asking good questions while reading will help students become more critical readers. To Question, Ask: How would I explain the important ideas? Do I understand what the author is saying/doing? What does this make me question about my life or world? Writing in the Margins – Question

18. Marking the Text to Write in the Margins

19. Extending Beyond the Text Goal: To push beyond the text in order to summarize it, consider its significance, and determine how it fits into the larger world. Extending Beyond the Text Strategies: Consider the connection between the goal of Extending Beyond the Text and the goal of each of the following strategies. Extending Beyond the Text

20. 3-2-1 Summary Organizer: How can the use of a 3-2-1 Summary encourage students to focus on essential information and key ideas in a text, and allow the teacher to quickly assess students’ reading comprehension and interpretation skills? Extending a Step Further

21. One-Pager How can the use of a One-Pager enhance students’ collaborative investigation of a text through careful reading and visualization? Extending a Step Further

22. What habits of mind can I teach my students for reading? Revisiting the Essential Question

23. Reflection: 3, 2, 1 Important ideas to take away from today's workshop Ways in which your ideas were validated Strategy that you will apply immediately Our Contact Information: Mathew Barnett – Director, Education Services Fullerton School District mathew_barnett@fullertonsd.org

24. If interested in further reading, please note that items and strategies within your handouts packet were taken directly from two teacher guides within AVID’s Library: The Write Path English Language Arts: Exploring Texts with Strategic Reading and the AVID Tutorial Guide. Follow-Up and Next Steps